This project identifies and considers three major aspects of writing program education (WPE) that influences the entangled experiences of graduate teaching assistants with no-prior experience (NPEs): mentorship, the practicum course, and identity formation. NPEs are first-time instructors in the American university system and sometimes first-time graduate students. Alongside critical reflection of the author’s personal experience as an NPE, this project highlights how writing program administrators must integrate graduate student perspectives into the development of WPE opportunities or field-wide statements. Data and scholarship were collected from the fields of Rhetoric, Composition, and Writing Studies, as well as Psychology and Education, to construct a comprehensive literature review. After collection, data was reviewed and coded by the key WPE aspects discussed. The project argues that writing program administrators should provide a web of mentorship opportunities for NPEs, as a multitude of mentoring relationships creates the highest probably of enculturation success. The author highlights the lack of graduate student perspectives in seminal position statements in the field of Composition - specifically in the CCCCs 2019 Position Statement on Mentoring Graduate Students - and recommends revisions to incorporate such perspectives. The author proposes practicum course objectives immersed in student experience, which reflect the needs of NPEs. The project identifies difficulties separating the learning of how to be a graduate student from the learning of how to be a teacher of composition. The author proposes more opportunities for graduate students to discuss frequently asked questions, which is framed as providing more relatable voices and stories for NPES to consider. Overall, this project recognizes a need to engage entangled rhetorics in the formation of WPE opportunities. This framework recognizes that these three aspects of WPE entangle and untangle from one another, causing the boundaries between each to blur. Thus, writing program administrators must consider the NPE perspective in all WPE opportunities to create the most comprehensive enculturation series as possible. Additionally future research is proposed by the author, which emphasizes the continuous need to consider NPE experiences in writing program administration.