Teachers yearn for better writing skills from students. One way to achieve that goal is through a writing center, whether for basic writers or for the Harvard-bound student. But just because there is a writing center does not mean teachers are necessarily pleased with it. Center directors need time to talk to teachers about the center, make them comfortable with it, inform them about services, and get them on board. To facilitate teacher buy-in to the writing center and its programs, directors might consider using a strategy Hall and Hord (2006) have named the "one-legged interview" (OLI). This tool, developed from Stages of Concern research, can help writing center directors identify teacher concerns, interpret them, and act on them. Plus, the OLI fits into that hallway space-and-time frame (Hall and Hord 2006, 145). This article presents steps toward integration of the OLI into the daily practice of center directors, transforming hallway conversations into opportunities to increase support for the work of the writing center. (Contains 2 tables.)