This article challenges faculty members and administrators to rethink current definitions of remediation. First year college students are increasingly placed into basic writing courses due to a perceived inability to use English grammar correctly, but it must be acknowledged that all students will encounter the need for remediation as they attempt to use and learn the grammar of their chosen disciplines. This article presents assessment data from the author's home institution to show that students' mastery of writing outcomes actually decreases as they proceed through upper level general education courses, as well as their disciplines. Writing across the curriculum programs and required writing-intensive courses serve as effective means of dismantling negative perceptions of basic writing instruction, teaching discipline specific grammar, and achieving mastery of student learning outcomes.