This dissertation investigates the experiences of multilingual writers in a writing center at a major research university based in the United States. It includes interviews with the writers and with the tutors who serve multilingual writers, to understand if these writers are getting what they need in the writing center to be successful in their writing. One major barrier that may exist for multilingual writers who visit the writing center is that centers are designed to serve the needs of the "typical" college student, historically conceived of as a white, middle-class man. As colleges and universities have diversified through the twentieth century and into the twenty-first century, these assumptions that guide writing center practice, such as non-directive practice, may not actually be what multilingual and other writers want or need to succeed. To study what happens when multilingual writers use the writing center, I interviewed four multilingual writers and three tutors familiar with multilingual writers. I spoke with each tutor once and asked them to describe their approach to tutoring and how they handle working with multilingual writers. I spoke with each writer twice, once before and once after a visit to the writing center, and I asked them to describe their experiences with writing, their experiences with the writing center, and their impressions of themselves as writers. I also asked each writer to complete a brief Likert survey at each interview to collect numerical data about their experiences. Ultimately, I discovered that while the tutors frame their tutoring practice as non-directive, in fact they employ a very flexible approach to tutoring, especially when working with multilingual writers. The writers, in turn, expressed a desire for more direction from their tutors, but also expressed increased self-efficacy following the use of the center. Building on this information from my interview participants, I turn to the future of the discipline. I advocate for translingualism as a key value for writing centers and a way to make all writers feel welcome in our writing centers, considering the contributions of authors who question the dominance of one kind of English in the academy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]