This study investigates student perspectives and usage of generative AI writing and learning tools, like ChatGPT, in their writing and learning processes through interviews with 15 undergraduate students at Middlebury College. Researchers uncovered how students perceive and interact with generative AI in their writing and learning practices. The study methodology consisted of semi-structured interviews, with questions focused on eliciting experiences and attitudes related to ChatGPT. Analysis of transcripts using open coding revealed that students found ChatGPT to be a helpful tool for structuring academic and personal writing and learning tasks. However, students also expressed ethical concerns about academic integrity and a range of positive, neutral, and negative attitudes towards using generative AI. Students actively using ChatGPT exhibited pragmatic attitudes about improving efficiency and productivity while non-users expressed reservations about intellectual impacts and cheating. First year students tended to have the strongest anti-ChatGPT sentiments. The researchers applied findings to writing center praxis, including training interventions focused on ethical technology use, student values, and workload pressures. The study underscores the importance of nuanced approaches to incorporating generative AI, in writing centers that consider its benefits alongside its ethical risks.