Community college campuses around the United States serve an increasingly diverse student body. A report from the US Department of Education's Office for Civil Rights highlights this growing trend by outlining a plan to increase racial diversity at four-year institutions by encouraging transfers from community colleges, primarily because community colleges enroll a higher percentage of minority students in the United States (US Department of Education). This diversity is not limited to race, however; community college students comprise a rich blend of experiences, languages, cultures, ages, and socioeconomic backgrounds. Of significance to writing teachers is the growing number of language and literacy backgrounds present in community college composition classrooms. The challenge for college writing teachers, especially those who teach in community colleges, is to find a way to address the needs of these students. This article describes the design and implementation of a cross-cultural composition course which was designed to provide opportunities for ESL students and native English-speaking students to learn about cross-cultural literacy practices from each other in a first-year writing context at a community college in the Southwest.