Student writing center use has been associated with positive academic outcomes, yet less attention has been paid to what, exactly, influences their participation. The researcher surveyed 434 community college students on a range of demographic and academic variables, as well as their level of self-efficacy in writing, to predict their writing center use and non-use. Enrollment in remedial coursework and freshman composition course grade emerged as significant factors. These results may influence how academic support professionals can both accommodate students likely to seek tutoring and promote the writing center as a resource for writers of all levels.