When university/college faculty members believe that ESL students' writing skills are not equivalent to those of native speakers, they frequently send these ESL students to their institution's writing centres (WCs). However, this often results in frustration for WC staff, the students, and faculty members. This article first describes ESL students' language-learning backgrounds and expectations, as well as WCs' still-evolving philosophy and practices, to demonstrate that ESL students visiting WCs are still often caught between two opposing educational frameworks. The article then offers possible solutions and discusses the importance of initiating dialogue among ESL instructors, ESL students, WC staff, and university/college professors.