The article provides a micro-analytical perspective on processes of collaborative writing among university students at an international BA program in Denmark, investigating the extent to which language regulation takes place as part of the students' joint writing activities and exploring the language ideological underpinnings of such regulatory practices. Four overall analytical observations are made concerning the practices of the group: (1) Writing is a multilingual process; (2) Written products are monolingual; (3) Language regulation rarely concerns form; (4) Getting the message across is key. These findings are discussed in relation to existing findings in the literature and related to the topic of university language policy.