Drawing from the personal experiences of faculty members from Thomas Nelson Community College (TNCC), this paper presented by three panel members explores methods of publishing student work, some of the problems and rewards inherent in doing so, and ways in which other composition instructors may provide a broader audience for the writings of their students. First, the experience of one faculty member (Rick Dollieslager) in preparing a student literary publication is related, covering issues including jurying of the pieces, printing, student and faculty responses, and the unwillingness of other faculty members to participate in the process beyond recommending student papers. Other projects discussed include a class-produced newspaper, with students fulfilling the roles of researchers and writers and the instructor acting as manager, and a bi-monthly two-page newsletter reproducing selected student writing assignments. Next, a second faculty member's (Vic Thompson's) experience in the organization of a class periodical is described, highlighting the motivation that students experienced by seeing their work in print and its usefulness as a model for other students. Twelve suggestions for implementing a similar project are also provided. Finally, the development of a weekly classroom newsletter incorporating student assignments is discussed by a third teacher, Christine Pedersen, stressing the benefit of providing a "real" audience for students and presenting seven suggestions for implementation. (ECC)