The robust body of literature on the benefits of tutoring services clearly indicates a strong correlation between tutoring and student success. The students who most need tutoring, however, are least likely to utilize it. Because of this challenge, a writing center serving a medium-sized Midwestern community college explored how implementing embedded tutoring could help meet its four program outcomes related to the visibility and accessibility of the center and its services, improved writing skills, increased confidence with writing for students, and establishing the writing center as a community space for writers by merging curricular and cocurricular experiences. To assess the efficacy of embedded tutoring, a combination of quantitative and qualitative data was collected through self-report surveys of participating students and faculty, interviews with participating students on a volunteer basis, and narratives from the embedded tutors.