Scholars in the field of writing center studies have previously, and continue to, criticize writing centers for upholding unjust systems, arguing for more practical, equitable, and inclusive anti-racist pedagogies–namely through means of linguistic justice. Within this is a call for more attention to the practices of Black, Indigenous, and People of Color (BIPOC) tutors and to Minority Serving Institutions (MSIs). In this small, IRB-approved project, we interviewed three BIPOC tutors employed at an MSI and Hispanic Serving Institution (HSI), exploring how these tutors conceptualize linguistic justice and how they practice it within their work at their university writing center. By listening to the experiences of these three tutors, we gained insight into the nuanced and complex ways in which their lived experiences and histories influence how they conceptualize linguistic justice, both for themselves and in their work in the writing center. Our research revealed how the multiplicity, complexity, and nuance of identity—specifically self-identification and belonging, the use of multilingualism and code-switching, and the defining of one’s authentic voice—affect how a tutor understands and performs linguistic justice. We hope that sharing these tutors’ voices will highlight a need to recognize the intersections and multiplicity of language, discourse, and identity that shapes tutors’ experiences with linguistic justice work as well as acknowledge the labor they perform when engaging in that work in the writing center.