This article heeds Susan Naomi Bernstein's call for an "embodied epistemology" for Basic Writing. In the wake of recent economic and health crises as well as the ongoing effects of neoliberal reform efforts at the two-year college, a materialist, embodied orientation for critical practitioners within two-year colleges is more necessary than ever. This epistemology foregrounds the local conditions of people, programs, and practices involving Basic Writing and challenges the limitations of the neoliberal reform movement, which has taken hold at many two-year colleges. The reform movement flattens differences among two-year colleges while primarily conceiving of and representing their value in economic, specifically neoliberal, terms. As a result, the initiatives that this movement offers, many of which involve Basic Writing and basic writers, deemphasize local conditions, fail to foreground racial equity, and ignore material concerns that do not fall within a neoliberal framework. An embodied epistemology, therefore, helps critical practitioners locate areas for transformative action within their programs and in the larger scope of their institutions. Drawing on examples from one specific two-year college ecology, this article details how an embodied epistemology can negotiate reforms as well as take actions on issues that are marginal in the reform movement. Among other concerns, the article addresses reforming course placement; adapting a corequisite approach to Basic Writing through an equity lens; attending to the affective in corequisite support courses and deemphasizing the individualistic notion of "non-cognitive" support; and detailing larger institutional actions that materially impacts basic writers. Through these examples, the article offers an embodied epistemology as a proactive alternative to neoliberal hegemony.