This paper describes the experiences of an international student who moved mid-semester from a mainstream section of a first-year composition class to a 'sheltered' section, comprised of L2 writers and taught by a TESOL professional, because of the difficulties encountered by the student. This pedagogical reflection focuses on the system of support available to the international students of our university and the reasons that the system first failed to help the student in question but, in due course, proved to assist in the student's success. Improved communication between the elements of the support network ultimately made a difference in the experience of the student and led to changes implemented in the support system. Better application of services already in place and additions to the system under discussion benefited the international students at the university. The recommendations developed as a result of this project may be useful to other institutions with similar student populations.