Twenty-eight composition teachers at a large university, a two-year college, and an engineering college, all of whom had taught composition through both the tutorial method and typical classroom methods, were interviewed regarding advantages and disadvantages of the two approaches. Among the advantages of tutorials mentioned were the chance to focus directly on students' unique writing needs, immediate feedback regarding student comprehension, improvement in student/teacher relationships and student attitudes, the possibility of a greater volume of writing than in the classroom approach, and dramatic improvements in students' writing. The most frequently mentioned disadvantage of tutorials was the time they require and their lack of cost effectiveness; other disadvantages were that tutorials are mentally and physically exhausting, sometimes tedious for the student, and provide no group identity or peer criticism. However, it was observed that many teachers who found tutorials exhausting created unnecessary extra work for themselves and that tedious tutorial sessions may have resulted from a lack of focus on students' writing. It appears likely that the success or failure of tutorials is largely dependent on teacher attitudes. It also appears that the tutorial method provides teachers with a great deal of power over students. (Writing samples are provided to show how a student's writing style was actually damaged through tutorials. A table of teachers' responses to the interview questions is also included.) (GT)