This report addresses how leaders at the Undergraduate Writing Center (UWC) at The University of Texas at Austin (UT) can respond to changes in administration, staff, and funding to promote awareness and recognition of the UWC and increase funding to both preserve and enhance UWC programs and services that will address the needs of UT’s dynamic student population. In doing so, I apply reflective and deliberative practitioner theories to writing center work, analyzing my work at the UWC from the perspective of a reflective practitioner and participatory planner. I first provide an overview of the UWC. I then explore theories related to writing pedagogy and practice and serving as a reflective and deliberative practitioner. Next, I discuss trends in the university climate in general and UT in particular, using them to contextualize the challenges affecting the UWC as an organization working with the university system as it enters into the transition period. Finally, I propose responses to these challenges as well as future directions for UWC leaders. / text