Mathematics tutoring centres exist in varying forms at universities across the United States of America. Despite having similar goals, these centres vary a great deal in their practices, resources, and organizational structures. In this study, the researchers conducted a survey of mathematics tutoring centres in the United States in an effort to create a resource that can be used by administrators, faculty, and mathematics centre staff to make decisions regarding their centres. These results can also inform research into which attributes contribute to centres that effectively serve students. This study explores relationships between mathematics centres and departments, tutor training, types of tutoring, physical layout, tutoring capacity, human resources, data collection, courses serviced, evaluation methods, and mission statements.