This study examined the pedagogical practices of interdisciplinary faculty teaching single-subject approach writing-across-the-curriculum (WAC) courses at a research university (University of Texas) to determine the extent to which the faculty practice the process approach to writing instruction. Data were gathered from course syllabi, assignment handouts, and semesterly reports of faculty members teaching 27 WAC courses in natural sciences and engineering. Results revealed that 12 courses did not use a single process approach practice, seven courses used one, six courses used two, and two courses used three practices. Instructors of these WAC courses ignored many opportunities to blend process approach practices into their courses. Revising and sequencing of assignments were the two most frequently used practices while journal writing and peer critiquing were the least used. Results also revealed that the focus in these WAC courses was on quantity of writing (based on a predicted word count) that could be accomplished during a semester rather than on current practices to writing pedagogy. Findings suggest that the expectation placed on interdisciplinary faculty, who are largely unaware of the current composition research and pedagogy, to teach writing appears to be rather unrealistic. (Three tables of data are included; 20 references are attached.) (KEH)