Drawing upon information gathered in a survey of eight two-year colleges and one four-year college, this paper discusses the status of writing within the two-year college system. Following introductory remarks, the paper gives a brief profile of one two-year college, Casper College in Wyoming, including data about its background, curriculum, faculty, support services, openness to experimentation, and administration. The paper next compares Casper College with the other schools surveyed, revealing more similarities than differences in faculty, support services, and curriculum. It indicates that most of the schools have writing programs that consist of two levels of composition, along with a basic writing course or advanced writing course, and that all had other courses such as technical or creative writing. The paper then compares school administrations, finding that most of the schools have few administrators and that many of the administrators also teach. An explanation of why this is so follows, with a discussion of the advantages and disadvantages of the situation. The paper concludes with the observation that writing programs in the two-year college are healthy and continuing, and then discusses the effect of such writing programs on university programs. (FL)