Students in rural communities often describe themselves as unsuccessful readers and writers in a university context, yet off-campus their literacy lives may be avidly experienced and richly valued. This article investigates the layered literacies of student clients and writing center consultants on a rural, regional campus in an Appalachian county of Ohio with particular attention to the dissonance between students' success in extracurricular contexts and their perceived inadequacies in academic contexts. The theoretical frame for this investigation draws upon place-based pedagogies, extending notions of literacy sponsorship and multiple literacy strands to a strongly place-identified, age-diverse student body negotiating college composition courses on an open enrollment regional campus. The author describes the varied means by which peer writing consultants and students may work together to construct hybrid academic literacies, highlighting an appreciation for the value of their community-based literacy practices.