This study examines the narratives of writing center peer tutors and the writers with whom they work, investigating the ways in which their stories coincide with, contradict, and reimagine the dominant narratives of peer tutoring. Drawing from Grimm's (2002) theory of the" transitional space" of the tutorial and McKinney's (2013) conception of the" grand narrative" of writing center work, this study aims to reposition the conversation about the interaction between tutors and writers, illustrating the ways in which their voices can enhance understandings of writing center theory and pedagogy. Drawing from narrative inquiry and grounded theory, this case study examines the narratives of tutors and writers, addressing the following research questions:• What stories do tutors and writers tell about their work in the writing center?• How do these stories reflect how tutors and writers perceive writing center work?• How do these stories support, contradict, expand or reimagine the dominant narratives of peer tutoring, and how can the study of tutors' and writers' stories advance our understanding of writing center work?