Writing center theory in general seems to favor a collaborative model of the tutorial where the tutor and tutee work together to create shared knowledge and a shared text and an expressionist model of the tutorial which requires that the tutor do less talking and more listening. Writing center empirical research, however, suggests that the key factors that contribute to a tutorial being perceived as successful include: how well the tutor and writer negotiate an agenda that meets the writer's expectations, whether or not the writer is able to get and apply the information he or she needs to write or revise his or her work, and how well the tutor establishes rapport with the writer. What is surprising is that empirical research also suggests that common assumptions regarding the amount and kind of talk related to collaborative and expressionist models of the tutorial are not always a reliable means for reaching these characteristics in a tutorial. Based on this empirical evidence, this paper argues that, when training tutors writing center directors should not limit their training to collaborative and expressionist models of the tutorial. The paper makes this argument by demonstrating how a variety of tutoring strategies and models are often required to attain each characteristic. It also demonstrates that a failure to be flexible about these models in a tutorial session can contribute to a session's failure. Finally, the paper discusses the implications this research has for tutor training. (NKA)