One of the most taxing duties of a writing program administrator (WPA), and one that is likely to cause the most burnout, is initiating curricular reform, an initiative often met with pushback and resistance. Within the literature on curriculum reform in first-year composition, this resistance seems to arise from a complex web of issues related to institutional power, status, and collaboration. However, curricular reform need not be an exercise in futility or insurmountable frustration. Weaving her own recent experience--the good, the bad, and the ugly--with existing literature on the topic, the author will offer WPAs some advice for navigating that often tricky terrain between getting buy-in and getting burned out when launching curricular change.