Using portions of the findings of a qualitative study, this article examines how students described their writing experiences across the curriculum after completing a developmental writing class. The course was purposefully designed to help students become aware that they were developing knowledge about writing that was applicable to other courses. It was structured using evidence-based teaching methods. The findings suggest that multiple participants were incorporating process-oriented approaches to writing, using the college's online tutoring service to improve their writing, and evaluating research material and integrating it into writing for various classes.