This work is an examination of how tutoring can intersect with other disciplines, viewed primarily through the prism of improvised music and composition. Through analysis of both personal experience and the research of scholars such as Edward Santos Garza, The New London Group, and Elizabeth Boquet, Dalton observes how principles involved in music can extend to tutoring. These values include preparedness, experience and communication. Dalton’s examination also offers insights into the role of style in tutoring, as well as an application of multiliteracy theory to the work of tutors. This piece argues that integrating other facets of tutors’ identities can benefit and enrich their tutoring.