This chapter examines the academic writing views and practices of business faculty at an English-medium university in Kazakhstan, employing a literacy-as-social-practice (LSP) framework. The study reveals three key findings: first, faculty often frame students’ writing challenges as deficiencies in grammar and vocabulary, overlooking the socially situated nature of writing within disciplinary contexts. Second, there are inconsistencies in writing instruction across courses, shaped by varying disciplinary norms and institutional expectations. Third, faculty highlight the disconnect between academic and professional writing, noting the need for students to adapt to diverse genres and the demands of professional communication. Our findings highlight the faculty’s dual role as mediators of academic and disciplinary socialisation and their influence on students’ writing development. By emphasising writing as a socially embedded practice, this chapter advocates for pedagogical strategies tailored to the specific genres and expectations of business education, offering broader insights into how writing pedagogy should adapt to meet the demands of professional and disciplinary communication.