While longitudinal research within the field of writing studies has contributed to our understanding of postsecondary students' writing development, there has been less attention given to the discursive resources students bring with them into writing classrooms and how they make use of these resources in first-year composition courses. This article reports findings from a cross-institutional research study that examines how students access and make use of prior genre knowledge when they encounter new writing tasks in first-year composition courses. Findings reveal a range of ways student make use of prior genre knowledge, with some students breaking down their genre knowledge into useful strategies and repurposing it, and with others maintaining known genres regardless of task. (Contains 7 notes and 3 tables.)