This program profile examines efforts by WPAs at York College, a senior college in the CUNY system, to adapt to externally imposed changes and develop a locally meaningful writing program. 1999 marked the end of remediation at four-year (senior) colleges in The City University of New York. The elimination of developmental writing at CUNY’s senior colleges was accompanied by a university-wide mandate for WAC. Fall 2013 marked the start of a university-wide set of general education requirements that will partially eclipse existing local requirements. Between these two bookends, WPAs—drawing on a mindset of relative agency and informed by an awareness of the curricular and institutional positioning of writing—carried out local efforts to build a more effective and coherent program.