Higher education institutions in the United States are experiencing tremendous growth of international students. This essay serves as a case study of how an institution is addressing its growth from a handful of international students to nearly 10% of its total student population in a decade. The authors describe writing instruction and the lack of writing instruction related services for international students on campus before and during the increase in international student numbers. They then describe the process of developing separate workshops for students and faculty based on survey results and the creation of a Bridge Program to help prepare international students for institutional writing expectations. Throughout this article, the process of internationalization through recruitment of international students is critically examined. The authors focus on the changing policies and pedagogies associated with this growth, faculty reactions to and support for addressing the needs of this new population, and students' own reflections on their linguistic preparedness in light of the rigors of university expectations. The article concludes with an analysis of the roles played by the students, faculty, and institutional policies in internationalization efforts as they are related to the creation of "insiders" and "outsiders" on college campuses.