The existing landscape of collaboration and partnership-based research involving university writing centers primarily explores joint initiatives with campus libraries, academic programs, and high schools designed to support a variety of student learning objectives. This project is motivated by the increasing demand for partnerships between institutions of higher education across national borders and responds to a critical gap in writing center collaboration research involving international partners and identity-affirming campus partners to support the literacy and language learning needs of culturally and linguistically diverse students. Through the lens of a multi-institutional partnership between Colombia and the United States, the study draws on the insights and experiences of staff, tutors, and administrators from two writing centers at partner institutions in Colombia and a Latino cultural center at a university in the United States offering multilingual support programming. Qualitative findings support ideas for the development of collaborative visions between partners and suggest implications for individual and collective agency in partnership settings. Based on participant input about student experiences with language politics, sense of belonging, and access to support on campus, this study also proposes recommendations for building accompliceships with partners through a critical collaborative approach aimed at developing intercultural competence and a mindfulness of difference in writing mentorship. [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.]