Cognizant of the importance of peace and the potential contribution of English language teachers, this chapter originating from a peace linguistics and peace (language) education perspective, introduces two paradigmatic concepts (comprehensive peace and communicative peace), then presents a practical innovation: English for Peacebuilding Purposes (EPP) writing courses. Two courses, piloted at a rural university in South Korea in 2022–2023, originated as a critical and creative response to the current context of higher education and local circumstances facing English as foreign language learners. Following an explanation of this situation, and a description of the specific context of implementation and each course’s focus, contents, materials, approaches, and assessments, the chapter discusses key findings based on classroom observations, production task data, self-reflections, and student feedback related to four goals, opportunities to learn about peace, to learn to (make/build) peace, to learn peacefully, and to make peace with English, in view of highlighting successes and considerations for purpose- and values-guided course and program (re)design. Ultimately, this chapter underscores the potential of EPP writing courses to foster a deeper understanding of peace while developing learners’ language proficiency and communication skills.