The central value of first-year composition is often questioned, typically accompanied by characterizations of FYC as a “service” course. This collection counters those perceptions, sharing with readers a new FYC story, one that demonstrates a new “service” that the course provides to first-year students, a service that accommodates the realities of writing—that it is never just writing and that the writing process entails much more than plugging in the “right” words (that mean the same to everyone) in predetermined forms. The collection offers insights into effective FYC pedagogies and opportunities for readers to consider and think about their own teaching and their identities as FYC instructors. It offers prompts for reflection, suggestions for further reading, and multimedia components that can deepen and enrich our understandings of teaching FYC and instill a sense of agency for teaching FYC effectively and advocating for its value and relevance.