The shift in literacy education has reshaped the perspective of writing instruction in its theory and philosophy of the writing center in the US. This study examines how the writing center tutors instruct themselves for the work of writing instruction through mock tutorials. The tutors demonstrate how they make sense of the collaborative process of writing instruction for both cases with an ideal tutee and a troubled tutee during the tutor training orientation. This study provides the transcripts of the mock tutorials and analyzes the talk in interaction during the tutorials.