This program profile describes the efforts needed to develop a new writing program at a small college. The author explores how she cultivated relations with disciplinary faculty to collaboratively redefine a "problem" into an opportunity by adopting Krista Ratcliffe's technique of rhetorical listening. She then outlines the Writing-Enriched Curriculum (WEC) and Writing Across the Curriculum (WAC) components of the writing program. Additionally, the author offers lessons learned about writing program development and building productive college-wide relationships as well as some precautions. Overall, the profile contributes to existing scholarship on small college writing programs by addressing issues of program development and explores the possibilities of rhetorical listening for writing program administrators.