In this article, the authors identify and anecdotally describe three tutor archetypes: the pragmatist, the architect, and the surveyor. These descriptions, based on observations of remedial mathematics tutors at a land-grant university, shed light on a variety of philosophical beliefs regarding and pedagogical approaches to tutoring. An analysis of these archetypes is beneficial not only to tutors and tutor supervisors but also to mathematics instructors at all levels. By considering these archetypes, tutors and instructors should recognize their personal strengths and the areas in which they could improve. Supervisors should encourage balanced approaches that incorporate the strengths of each of these archetypes. The authors hope this discussion will serve as a stepping-stone for future research in this critical area.