Current theoretical conversations in the field of Rhetoric and Composition, particularly conversations related to first-year curricular design, are increasingly concerned with the issue of "teaching for transfer." While developing successful transfer pedagogy is a challenging undertaking, one that may require writing instructors to revise both course content and teaching styles, there are good reasons for facing the challenge, starting with the changing face of college writing instruction. Over the past several years, both standalone first-year composition (FYC) programs and programs within English departments have become less isolated from the rest of the university, and it is not uncommon for them to be identified with (or even renamed) "University Writing Programs." In addition, FYC is often affiliated with Writing-Across-the-Curriculum (WAC) or Writing-in-the-Disciplines (WID) programs, and FYC is frequently supported by Writing Centers, which serve college and university communities as true centers of local writing culture. In this context, first-year writing gains new responsibilities, becoming students' introduction not only to college composition, but also to writing transfer in other courses and contexts. For Writing Program Administrators (WPAs) and FYC teachers who accept this challenge, the question they jointly face is how to develop a program that can help students acquire the rhetorical knowledge and skills vital to communicating effectively in multiple contexts. This program profile focuses on how members of the FYC program at a Research-1 university, the University of Tennessee-Knoxville, came together over the course of three years to address questions in curricular revisions. Examining the institutional context for curriculum review and the process of implementing new courses, the authors describe the impetus for change along with the goals and theories that informed each stage of decision-making.