Sweeping reforms within general education have brought radical changes to traditional writing requirements at many institutions around the country, in some cases extending to the elimination of those requirements. At Portland State University (Oregon), writing is now to be the province of those teaching in the new general education program. Many issues are raised when writing instruction and general education merge--or collide. New placement strategies and new ways of gathering outcomes for these strategies must be designed and displaced teaching assistants--renamed graduate assistants--reassigned within the English Department. A Writing Program Administrator (WPA) faces issues regarding budgetary resources commitment and funding which, rather than coming in a lump sum, has to be found through various funding sources according to the work done. The loss of writing requirements has transformed, but not done away with, the WPA's job and redefined the training and supervision of teaching assistants, whose duties each have different expectations, methodologies, and power structures than before. (CR)