The authors describe how their institution revised its general education writing curriculum and how that change not only affected the university's approach to advanced composition but also transformed the roles and relationships among teachers, librarians, literacy practices, curricula, students, and the community. Part service-learning, part civic engagement, part student-directed research, and part interdisciplinary senior seminar, the course at the heart of the change combines a variation of writing-as-process with a substantial shift in writing-across-thecurriculum practices. The authors outline the course's establishment, discuss what various constituents have experienced, and argue for the transformation of higher education's mission from an instructional paradigm to a learning paradigm.