Many college and university students are literate in a language other than the primary language of instruction at their institution. Those of them who work as consultants in a writing center bring unique philosophies and tutorial strategies to their tutorial sessions with writers. This research project sets out to identify the philosophies that multilingual tutors bring to writing center tutorial sessions and to illustrate the practical strategies that multilingual tutors use in those sessions. Data was collected via a series of semi-structured interviews with tutors. Participants’ philosophies were built from valuing students’ feelings of comfort and validation and sought to give students a complex and detailed understanding of the recommendations made in sessions. Participants turned their philosophy into praxis through the use of specific tutorial strategies like code-switching, rapport building with writers, and strategic encouragement.