With the large numbers of international students on campuses across the United States seeking help from writing centers, more research is needed on how second language writing skills develop over time. Expanding our previous studies of second language writing, we wanted to learn more about what international students think about the development of their ability to write in English and the role of the writing center in it. To that end, we designed a survey that asked participants about different features of their writing and how these had changed since starting to write at the college level. The results reveal that participants perceived their overall English-writing development positively, and they reported their rhetorical and linguistic areas as almost equal in development. We also found that participants who used our writing center perceived both rhetorical and linguistic features to be more improved than did participants who had not used the writing center. The rhetorical features participants reported as the least improved involve communicating with readers, while the linguistic features they saw as the least developed include word