This article describes a writing-across-the-curriculum project that was born of one university's commitment to writing and ubiquitous computing. Faculty members across the disciplines, seeing an opportunity to re-introduce WAC on its campus through a curriculum development initiative funded out of an internal teaching, learning, and technology center, engaged nearly 70 faculty members in WAC training over four years. The project and its results are described, with special emphasis on three case studies from faculty members in psychology, mathematics, and nursing, who employed WAC principles and instructional technology to infuse writing into their teaching and their students' learning.