For educators to imagine, and truly believe that, "anyone can learn", we are forced to challenge how schools, teachers, and assignments, all too often, produce academic insiders and outsiders. To deny this reality about the potentially disenfranchising elements of American education is to deny the pedagogical struggles that teachers face daily with students who seem altogether ill-prepared for our classrooms. In the context of this book, "Inside/Out" will name, and ultimately redefine, the spaces between the academic inside and outside that support and perpetuate notions of academic "winners" and "losers". In this endeavor, "Inside/Out" questions how students’ interactions with school, teachers, and assignments serve to extend and re-emphasize the insider/outsider dichotomy? Further, this text will highlight how, for college writers, the very self-awareness of the insider/outsider binary alters one’s competency with academic writing. In this spirit, "Inside/Out" highlights why particular student writers struggle, while others thrive at school?