The one-on-one format of tutoring, which is the norm for "writing" centers, can foster the much-maligned view of a "writing center" as a fix-it shop and undermine the role of the tutor as a co-learner and facilitator of peer-to-peer interactions. The peer-interactive "writing center approach", presented here, moves away from the one-on-one model and towards a format that encourages genuine peer collaboration, recreates the "writing center" as a place to actually engage in writing, and encourages students in their intuitions about "writing". As a case study of such a peer-interactive approach, this profile provides an overview and evaluation of the "Writing" Drop-In Lab at the University of New Mexico, which provides a model for bringing the practice of "writing" tutoring into line with a view of "writing" as a collaborative, process-oriented phenomenon. (Contains 4 notes, 1 figure and 6 tables.)