Rhetoric and composition has made immeasurable strides in the design of undergraduate writing major programs, but the discipline lacks a clear picture of the culminating capstone course that serves as an end point for the writing major. This article reports on a content analysis of 54 writing capstone syllabi from 44 different institutions, highlighting course descriptions, course outcomes, and assigned textbooks. These findings demonstrate the need to move conversations about the capstone beyond our local program concerns. Toward that end, we offer several recommendations for capstone course design and implementation.