Caring for patients with chronic health conditions and providing them appropriate transitional care that provides positive outcomes and decreased rehospitalizations is essential in today's heath care environment. Nursing students must learn to think critically and communicate effectively in order to provide appropriate transitional care. This pedagogical challenge may be met in part by implementing a cross-course writing assignment that combines the concepts of chronic illness and community health as an effective tool to teach students about transitional care, stimulate critical thinking, and improve writing competencies.KEY WORDS Transitional Care -Writing Assignment -Writing Pedagogy N ursing education is challenged to prepare competent generalist nurses equipped for work in a changing health care system. Nursing education accreditation includes the charge to keep curricula current based on evidence that reflects the needs of health care constituents and standards of nursing practice (National League for Nursing Commission for Nursing Education Accreditation, 2016). The American Association of Colleges of Nursing (2018) calls on nurse educators to prepare nurses for roles outside the acute care environment, recognizing the need for competencies in safe care transitions. Care transitions are "defined as a change in the setting of the provision of care, which most commonly refers to movement from the hospital to the community, but can also include other shifts, such as a move to long-term care" (Morrison, Palumbo, & Rambur, 2016, p. 323).This article describes an approach to understanding care transitions through the use of a writing assignment. The assignment spanned concurrent junior nursing courses in community health and chronic disease. Evaluation included student anecdotal comments and faculty perceptions of the writing process and resulting understanding of transitional care.