This paper details an assignment sequence that requires graduate students in an applied communication program to identify problems that clients may not be aware of. Good writing and good problem-solving are "inextricably linked to [a student's] ability to frame an issue, gather, and analyze information, and to structure a helpful response" (Musso, Biller, & Myrtle, 2000, p. 637). Despite the importance of problem-solving skills, a recent survey of managers who employ technical writers revealed that more than 50% were unhappy with recently hired writers' problem-solving abilities. They were also dissatisfied with the writers' project management skills and knowledge of corporate and business culture, both of which are central to problem-solving (Whiteside, 2003). Obviously, students may not know what it means to be an effective and responsible problem-solving writer, signaling a need for this kind of instruction in the classroom. To demonstrate problem-solving skills, student business writers should be able to, among other things: (1) critically read and understand communication within organizational culture and identify workplace problems with little or no supervision; (2) independently find, research, evaluate, and formulate solutions to the problems; (3) train clients to improve communication; and (4) reflect on the nature of problem-solving. The goal of the assignment sequence detailed in this paper is to help students become not merely effective professional "writers" but effective "writing consultants."