Career and Technical Education (CTE) centers offer an opportunity for students to engage in authentic reading and writing activities. In many states, "embedding" English and math credits (i.e., allowing students to earn traditional core subject credits in the context of their CTE programs) has become a popular trend. This article reports on one rural CTE center's attempt to embed English credit. While some teachers struggled against a contrived set of assignments and expectations, others found meaningful ways to use reading and writing in their classrooms. The successes of a welding instructor and a construction instructor are described, with the teachers' philosophy of education and ability to see a role for writing within that philosophy being key. Rather than viewing writing as detracting from their overall program goals, these teachers had a vision for writing as a route to disciplinary expertise.