This article contributes to the writing center scholarship in three ways. First, it revisits and further develops the discussion on course-embedded writing support programs; in particular, it builds on Kelly Webster and Jake Hansen’s “recursive reflection about course-embedded tutoring” and responds to Mary Tetreault et al.’s call for utilizing archival research as a resource for tutor education. Second, it takes a unique approach to tutor education by exploring how embedded tutors for first-year composition classes develop their expertise outside of the formal training sessions. Third, it applies the theoretical framework of rhizomatic learning that has not been previously utilized to investigate the diverse experiences embedded tutors undergo as they acquire and refine their tutoring skills. The qualitative data for this case study were obtained from the Coordinator of Composition Tutoring’s reflective journal as well as session logs and reflections completed by course-embedded peer tutors for composition courses at a four-year Northeastern institution over the period of four semesters. The analysis of the data reveals the rhizomatic character of embedded tutors’ learning, where elements of the learning processes are interconnected and ever-expanding (Deleuze and Guattari; Grellier). The discussion includes a set of questions designed to encourage tutors to reflect on their learning processes. Writing center administrators can use these questions to gather data on how tutors develop their skills within their specific contexts.