Tutoring can be an effective high-impact practice (HIP) to support diverse students across academic majors. Using 2017-2019 Community College Survey of Student Engagement (CCSSE) data, Zilvinskis (2021) found participating in tutoring was significantly related to the engagement measures of Academic Challenge, Support for Learners, and Student-Faculty Interaction. These findings suggest peer tutoring as a high-impact practice for the academic success of undergraduate students at the community college level. Using post-pandemic national CCSSE data, the authors continued this research to see if students from diverse backgrounds, experiences, and outcomes were more or less likely to receive tutoring at community colleges. These findings can provide a roadmap for educators on which students are participating in this important experience, and which groups remain underserved.