Recently writing centers are expanding to Asian higher education contexts. However, there is a scarcity of research from writing centers in Asian settings and from non-native English speaker (NNES) tutor perspectives. Therefore, the purpose of this study is to enrich understandings of the challenges and expectations perceived by NNES tutors during tutoring writing sessions with intermediate level Japanese EFL (English as Foreign Language) students. A qualitative approach was employed utilizing two data collection methods: 16 interviews with writing tutors, and two quasi-focus groups. Thematic analysis of the data revealed five major categories for challenges perceived by NNES tutors: miscommunication, student silence, mismatched expectations, interpretation of teacher feedback and error correction. It is argued that these are the main challenges that EFL writing tutors face and hence indicate the necessity to train tutors how to deal with them. The implications for creating Asian writing centers and tutor training are discussed.