A study examined the relationship between Writing Centers and Writing-across-the-Curriculum (WAC) programs--central to the study was a survey designed to determine how writing programs are generally organized in higher education and how effective the people administering them judge them to be. The survey gathered information from 26 writing program administrators and Writing Center directors regarding: the history and development of their programs; relationships between the WAC program and the Writing Center on each campus; interactions among the Writing Center, Writing across the Curriculum, and the departments (faculty); what WAC programs and Writing Centers offer to the departments; and judgments about the effectiveness of the structures, offerings, and processes of their systems. Findings revealed a wide variety of relationships, ranging from programs with little or no collaboration to those featuring fully integrated activities. Specific recommendations include the following: (1) strengthening communication; (2) expanding collaborative efforts; (3) including faculty in the administration of programs; (4) making department heads aware of what writing can do for their students and how it cam be incorporated into their curriculum; (5) working to make the impetus for participating in WAC and using the Writing Center come from the inside of departments, not as an imposition from outside (and worst of all, as an imposition from the English Department); and (6) reconsidering what the WAC program and Writing Centers offer to the departments. (SR)