Currently, writing centers are expanding to Asian university contexts and hiring Non-native English speakers (NNES) as peer tutors, but there is a paucity of research on the roles NNES tutors play and on tutoring in global contexts. To address this gap, this study interrogates the question: What role do NNES tutors adopt in English a Foreign Language (EFL) writing centers? Through the framework of symbolic interactionism, a mixed method approach was employed. Data were collected from 16 pre- and post-semester tutor interviews, 30 tutorial observations and a tutee survey with 24 respondents. It was found that rather than adopting a precisely defined role such as peer mentor or foreign language instructor the tutor adopted multiple roles: proofreader, translator, coach, teacher, and mediator. Each role is negotiated through each interaction with individual tutees. The roles put forth encompass a new way for NNES tutors to effectively tutor in EFL settings.