This article examines two-year college peer writing tutors’ preparedness for the emotional labor of writing center work. Through stories, this multivocal piece shares the experiences of nine current and former peer tutors from a writing center at a large midwestern technical college and challenges the narrative of two-year colleges as remedial spaces.

This article describes the Student Tutor Education Program (STEP) at Westchester Community College, which identifies and recruits potential future college English teachers at the community college level while they serve as peer writing tutors, with benefits to the entire college community as well as the teaching profession in general.

Describes the Writing Center at Johnson County Community College as an institution that implements democratic ideals in its staffing and teaching; and where all voices are heard, encouraged, and validated. Describes three things necessary to achieve a writing center with a democratic nature: a peer-tutor program including formal tutor training; financial support from the college; and college-wide support.