This study focuses on international student expectations regarding Writing Centers, how participants develop these expectations and what Writing Centers can do to meet these expectations. Focus groups were held to gather data. The recorded interviews were then transcribed and analyzed using James Gee’s approach to critical discourse analysis. Findings include four categories of expectations that were developed by participants before they went to the Writing Center, during a session, or after a few experiences: workshops, tutors in different disciplines, “involved” tutors, and “fix” paper. The analysis reveals that expectations categories are developed when students connect and/or disconnect themselves from the Writing Center services. Power dynamics involved include: Standard English, tutoring strategies designed for Native English Speakers, and advisers’ powerful positions.