A sample of 263 junior and senior undergraduates (101 males, 162 females) participated in a study to determine relationships between their agreement/disagreement about a university-wide writing competency graduation requirement and (1) level of writing capability as measured by the Texas Higher Education Assessment (THEA) test, (2) attitudes toward writing in college classes, (3) challenges encountered in writing, and (4) self-regulatory strategies to resolve writing challenges. Students with "high" THEA writing scores approved of the writing graduation requirement, desired more writing in college classes, and sought help in resolving writing dilemmas. Students with "low and average" THEA writing scores disagreed with the graduation policy, desired less writing in classes, and used negative practices to resolve writing challenges. Survey instrument and suggestions for practitioners are included. (Contains 1 table.)