Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual dispositions, such as motivation, value, and self-efficacy, need to occupy a more central focus in writing transfer research. After describing shifts from focusing on the educational context to the individual in composition research broadly, we examine previous writing transfer research, tracing a growing need in better understanding student dispositions. In the second half of the article, we identify five qualities of student dispositions and describe four specific dispositions--value, self-efficacy, attribution, and self-regulation--that influence writing transfer. The article concludes by emphasizing the role of the individual and by articulating new avenues of research for better understanding student dispositions in writing transfer. (Contains 1 note.)