The word "service" certainly conjures some undesirable connotations, and theorists such as Nancy Grimm propose that writing centers need to shed their service labels to attain respectability. In this paper, the writing center director of a small liberal arts college shares her perspective and juxtaposes that with Grimm's position that writing centers should strive to become "academic units" rather than "service units" to attain academic respectability. The paper describes the students of Regis College (Colorado), the services they want from the writing center, the services that the writing center provides, and discusses how these conflict with Grimm's position on service. The paper begins with the results of a writing profile of Regis's freshmen which suggests that they are not marginalized students and that they are fairly confident writers who do not foresee the need for outside help with writing. It points out that a continual challenge at Regis is convincing students that all writers can benefit from a visit to the writing center. The paper states that most students really want proofreading and a good grade from a visit to the writing center rather than writing improvement. According to the paper, the trick is to ask questions to help the student discover problems and solutions for his or her writing. The paper concludes that since service is an integral part of the ideology informing the Regis community, the Regis Writing Center cannot protest that it is not service-oriented--it serves its community by identifying students' needs and providing assistance. (NKA)