The adoption of the WPA Outcomes Statement for First-Year Composition (WPAOS) by the Council of Writing Program Administrators in April of 2000 represents a watershed moment for mainstream rhetoric and composition specialists. However, although the development of the document "engaged quite literally over a hundred teachers" and "managed to attain remarkable agreement among a very disparate but important group of leaders in the field," second language writing specialists were not involved in the conversations out of which the document was formed. The lack of systematic and sustained conversation about the implications of the WPAOS for second language writers is problematic especially at a time when their presence is increasingly felt. To this end, this chapter examines the extent to which the WPAOS reflects (or does not reflect) the presence and needs of second language writers.