The authors discuss their process of actively working to generate interest among graduate students and faculty to change approaches to Basic Writing pedagogy, emphasizing personal writing and antiracist pedagogies at College of Staten Island CUNY, a large public university. The authors argue that master's level coursework and faculty professional development can forward an agenda that values multilingual writers and their voices through code-meshing. In particular, we focus on MA student teachers' composition theory backgrounds and how they express them in Writing Program professional development workshops and further into the classroom. The lead writer, an alumna of the CSI MA program in English, discusses the content of her thesis--focusing on code-meshing and voice development--and how she showcased this work as a teaching assistant for our grad program, further serving as a voice and advocate for Writing Studies on campus.