This study compared the frequency, structure, and purposes of laughter in writing tutorials between 46 acquainted and unacquainted tutor-student pairs. Of particular interest were instances of shared, or coordinated laughter, which took the form of sequenced, simultaneous, and extended laughter. Familiarity, viewed as a continuum, was also investigated with reference to coordinated laughter. Results showed that coordinated laughter was indeed more frequent in acquainted-pair interactions, and in those interactions where both tutor and student moved beyond laughter as a way of mitigating face threat to a resource in developing familiarity. Implications are suggested for future research on acquaintanceship, familiarity, and laughter in educational settings. (Contains 3 tables.)