As part of a broad, campus-wide Writing Initiative designed to improve student-writing skills, Fairleigh Dickinson University opened a new campus writing center in fall 2006. Concurrently, a separate component of this initiative was launched to replace the English for General Purposes instruction offered in the traditional English as a Second Language program with English for Specific Purposes, which provides non-native English speakers with discipline-specific instruction to improve their English proficiency. The newly appointed directors of these programs--the authors of this article--found themselves in a fortuitous collaboration that organically shaped the services each delivered. This collaboration eventually resulted in a basic writing model permutation that speaks to current trends in the field. This article (1) provides the developmental history of our collaboration, (2) describes the model of basic writing that emerged at our institution, which although specifically designed for students who are non-native English speakers has practical implications for all basic writers; and (3) demonstrates how campus support services provide students with the means for sustainable success beyond the classroom by extending the learning community. (Contains 2 notes.)