This article reports on a statewide implementation of a corequisite model of instruction for first year writing at two- and four-year public, postsecondary institutions in Idaho. This project explores how these institutions manage political and economic mandates for educational reform while preserving educational quality for students and teaching conditions for faculty. In presenting a model of agency and collaboration, this article reports preliminary results from the corequisite revised curricular configurations and the potential for this model to meet the instructional needs of varied student populations across the state.