At a four-year public comprehensive university in 2017, a mandated attempt to implement a corequisite model for Basic Writing education challenged assumptions about the types of students enrolled in the existing program. Students, who by institutional placement measures (ACT scores) would be placed in First-Year Writing, were voluntarily enrolling in Basic Writing courses despite administrative assumptions that they did not need the course. Additionally, I found that students who took AP English and Dual-Credit in high school were also enrolled in Basic Writing. Findings from three years of survey data from students (enrolled in both prerequisite courses and corequisite courses) and institutional data indicate programs need to revise curriculum and placement practices to meet the needs of the students enrolled, rather than the needs of the hypothetical deficient writers institutions presume enroll.