Research on embedded tutoring in online courses is sparse and leaves many unanswered questions, especially pertaining to implementing this program in asynchronous learning environments. This article provides a detailed description of how the authors applied a trial-and-error approach to adapting embedded tutoring for an asynchronous online philosophy course at a Midwestern community college. Finding ways to enhance the embedded tutor's social presence in the course proved to be the most significant challenge. An exploration of the literature and examples of ways the authors have more and less successfully attempted to embed a tutor in an asynchronous online course demonstrate that embedded tutoring can be effectively implemented in this modality.