In this article, the author draws on her recent experiences in trying to bring more professional attention to writing teacher preparation within composition and English studies. She explores some of the challenges she and her colleagues have faced--ones that may be common to many new composition subfields that are looking for support from their established professional organizations. She suggests, too, how CCCC and NCTE might study the situations and needs of new composition subfields like writing pedagogy education in order to chart new, more inclusive, more collaborative strategies for member support and engagement in the coming decades. (Contains 9 notes.)