Dayra Fallad Mendoza and Elizabeth Kerl's article, "Student Perceived Benefits of Embedded Online Peer Tutors," (EJ1317160) from the Spring 2021 issue, presents findings from a two-semester study of an embedded tutor program that took place during the COVID-19 crisis as the world went remote. The study aimed to determine whether students enrolled in various courses felt they benefited from having a peer tutor embedded in their online courses and, if so, what the students felt those benefits were. Overall, Mendoza and Kerl found that students perceived benefits from having a trained and active embedded tutor in their online classes. Students reported feeling their coursework improved, more confident, and more engaging in their courses. As a full-time professional writing tutor in a tutoring center, the author was reminded of his center's attempts at embedding tutors virtually to provide additional support over the years and their most recent attempts at embedding tutors virtually. Unfortunately, these attempts were underdeveloped and rushed alongside a move to D2L Brightspace, a new LMS. Further discussion requires more context. As such, this response is primarily a brief narrative of the College of the Mainland's embedded tutoring program as online support became required.