The experience of implementing a writing center in a central Illinois high school created several suggestions for other schools considering such a program. Directors should first consider who would benefit from a writing center and what these benefits would be. They must then prove--to themselves first, and then to the faculty and the administration--that the school situation warrants the creation of a peer tutoring service. Since many high school English departments have barely enough money to cover even the cost of mimeographing or photocopying, the directors must be aware of the bare necessities that a writing center must have in order to function properly. They must be careful not to choose a room with too much space and must also be aware of the danger of signing on too many tutors. The National Honor Society or the counseling department are good places for the director to look for students with English proficiency for tutoring. Directors can use a variety of inducements to encourage students to tutor, including the promise of recommendations for scholarships and extra study time. Finally the idea of using the writing center must be "sold" to the students by means of an inexpensive publicity campaign. (Samples of student record and tutor referral forms are appended. ) (HTH)