The article explores three WAC/WID programs that were presented in 1990 in "Programs That Work: Models and Methods for Writing Across the Curriculum" by Toby Fulwiler and Art Young. The author interviewed current directors of the University of Michigan program, the University of Chicago Little Red Schoolhouse, and the George Mason University WAC program to ascertain how these programs had changed over the past twenty years. Each of these programs reflects different student populations and diverse WAC program structures that are unique to particular university settings. In having a "class reunion" for these three programs the author addresses three specific questions: How have the programs adjusted to and use emergent technology (the World Wide Web, advanced electronic publishing tools, and new computer based literacies) since 1990, what kinds of changes have occurred in fourth generation programs, and do the directors of these programs connect these changes to larger shifts in the field? The author found that these programs had changed in various ways, remaining flexible and continuing to grow. Technology, however, does not seem to be a key aspect of a continuing successful program today, bringing into question the perceived need to incorporate new media writing into classrooms. WAC has the task of meeting student and institutional writing needs, which calls for a more explicit discussion of technology and hypermediated communication. The author concludes that WAC is in the unique position to complicate new media writing in the classroom, and the wider academic discourse, to meet emerging literacies.