This paper offers a model for Writing-Across-the-Curriculum (WAC), for faculty and students at Union County College (UCC). The paper summarizes the history of WAC at UCC, which was introduced at the college in 1978, but did not become institutionalized. It also explores faculty views on the teaching of writing and the role of writing in the classroom by conducting a survey, the results of which are appended in this paper. The study particularly focuses on how faculty in disciplines other than English felt about the teaching of writing, and compares surveys of English with non-English faculty. Results show that there is a community of faculty at UCC willing to begin a dialogue to address the problems of poor student writing and faculty preparedness to teach writing. The paper asserts that for the WAC program to be successful at UCC, it must have these components: (1) writing intensive courses in the disciplines which outline the specific goals of the courses; (2) faculty workshops where faculty come together to write and discuss pedagogy; (3) a committee which oversees the evaluations of writing intensive courses and faculty workshops; (4) a Writing Center which supports faculty efforts to integrate writing into their courses; and (5) a newsletter which can communicate/share the successes of WAC with the faculty and the college community. (VWC)