Drawing on a study involving interviews with 20 students each semester until graduation, this article examines how participants understood and articulated their writing processes and how they perceived those processes changing over time. Although they initially struggled to find language to describe what they were doing when they wrote, falling back on generic formulations of "the writing process," students came to perceive their writing "processes" as becoming more elaborate, more mature, more flexible and varied, and increasingly connected to their shifting identities as disciplinary thinkers, professionals, and adults. The article concludes with a discussion of the implications of these findings for writing teachers, WPAs, and writing programs.