This essay explores some of the challenges for the discipline of rhetoric and composition implied by the growth in undergraduate writing majors. Through six narratives from junior faculty at five different institutions, this work explores the ways in which these new faculty were, or were not, prepared for the challenges of developing and implementing new writing majors. Finally, the authors discuss ways in which those who are currently working in undergraduate degree programs can help to provide the intellectual and scholarly materials necessary for graduate programs to more thoroughly and specifically prepare future faculty for their work on undergraduate majors.