Using a case study approach, the authors examined university administrator and instructor perspectives about a writing program's organizational culture. In so doing, members of the writing program were invited to participate in interviews over a three-year period. This qualitative case study suggests that examples of culture through a three-lens perspective (integration, differentiation, and fragmentation) provided a more nuanced reading of the program's identity than a single lens could. The authors suggest that this multi-frame view of organizational culture for understanding policy and practice has implications for academic program leadership.