This research focuses on second language (L2) writing instruction in Saudi university’s undergraduate writing courses offered by the Department of Languages and Translation at Saudi University. It aims to examine the following questions: How do instructors contextualize their virtual L2 writing classroom tasks and assignments in undergraduate writing courses at Saudi University? And what kinds of challenges do instructors face when instructing these courses virtually? A methodology consisting of a practitioner-oriented descriptive case study is employed in this study to report findings on these research questions. The findings of the thematic coding of virtual classroom observations, classroom materials, students’ artifacts, and email interviews conducted by multicultural instructors show that L2 writing practices are formulaic and decontextualized in undergraduate writing courses. The findings also reveal that L2 writing instructors in the context of this research encounter issues with class participation and technical support. These findings have implications for the current L2 writing practices and recommendations for curriculum designers and writing instructors in the context of Saudi universities.