This study examines how writing program administrators use their agency and power when developing and maintaining computer-mediated spaces for college writing instruction. This study asks, what results when individual agency meets technological literacy in the academic workplace and beyond. This study utilizes triangulated empirical research methods including site observations, interviews and email surveys of administrators, students, technicians, and non-departmental stakeholders. The study assumes that those who use or work in computer-aided writing programs possess agency and privilege.