This case study draws from a recent experience in which we critically reviewed our efforts of teaching technical writing within our undergraduate laboratories. We address the questions: "What do we want to accomplish?" and "So how might we do this effectively and efficiently?" As part of Clemson University's Writing-Across-The-Curriculum Program, English department consultants worked with Mechanical Engineering faculty and graduate assistants on technical writing pedagogy. We report on audience, genre, and conventions as important issues in lab reports and have recommended specific strategies across the program for improvements.At the heart of the matter is the question, "What do we want to accomplish?" We find ourselves trying to accomplish two instructional tasks that are often competing and we suspect that we are not alone. The first task deals with communicating effectively. This task focuses on articulating through format, structure, grammar and syntax. Writing specialists are best trained in teaching this practice. The other task deals with communicating technically. This task focuses on technical substance, technical analysis and interpretation, and the overall use of engineering principles and concepts to explain and to conclude an answer to a posed question. Technical

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