This article follows the academic literacy learning trajectory of Farah, an undergraduate anthropology major at the American University in Cairo. In charting her path from the Egyptian public schooling system to a Western-based transnational university, this study offers a perspective in which a writer created and navigated a challenging trajectory and adapted Western-based literacies to aid in the development of an academic and professional agenda based in personal and national interests. This article draws on frameworks in composition studies and transnational literacy studies to suggest that theorizing such trajectories may require new concepts that can account for literacy learning trajectories for writers like Farah.