This article offers strategies for administrators who struggle to contextualize their writing programs in institutional climates increasingly focused on recruitment and retention, rather than discipline and discovery. As composition scholars negotiate disciplinary and institutional values, there are productive juxtapositions of university mission statements, writing program goals, and The "Framework for Success in Postsecondary Writing," which was jointly published by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project in January 2011.