Four Writing Fellows in their junior year at the University of Iowa describe the logistics of their writing center’s curriculum-based peer tutoring program and the development of their fellowing philosophies. They explain how exposure to writing pedagogy and writing center research literature helped them learn how to deal with challenges common to Writing Fellows and writing center programs. In particular, they learned to navigate the idea of creating welcoming spaces, managing imposter syndrome, balancing instructors’ expectations with students’ own goals, and approaching fellowing through the lenses of a generalist and a specialist.