Ethnographic methods and qualitative analyses are used to explore the complex nature of knowledge development in the context of a college Writing Across the Curriculum Program. In the current study, knowledge development is described as a complex process involving historical, institutional and personal influences. Knowledge is conceptualized as distributed across participants and tools rather than as an individual possession. In addition, it is argued that knowledge development is not a purely cognitive process but depends on relational aspects of interactions (participant positions and identities which are constructed both historically and institutionally as well as through moment-to- moment, lived interactions). Furthermore, individuals are conceptualized as participants who develop not only within community norms but also as agents who transform these norms along with their positions and identities within the community. The result is knowledge development that is emergent rather than fixed. This book will interest researchers who study knowledge development as well as practitioners who develop programs and curricula.