Written by a WAC program director and second language writing studies scholar, this article raises questions about how second language writers are faring in WAC programs and the extent to which the fields of second language writing and WAC are informed by each other's scholarship. In this article, Cox draws from her review of 26 journal articles and book chapters on L2 writers to first share how WAC programs look and work from the vantage point of L2 writing scholars and the L2 students impacted by WAC curricula, and then share representations of L2 writers and writing in WAC literature. She concludes by recommending that WAC scholars and administrators advocate for second language students, offering concrete suggestions for WAC scholarship to become more inclusive of L2 writing scholarship and WAC program administration to become more linguistically and culturally inclusive.