The University of Washington (UW) Seattle has a variety of in-person writing centers with a one-on-one conversational model. With growing online degree programs creating new demands, writing centers have become interested in online writing support services. Our team used focus groups, interviews, and surveys to analyze how online tutoring could change accessibility. We drew upon perspectives of writing center administrators, tutors, users, and potential users to gain a better understanding of barriers to access. We found that online tutoring could improve access for those who experience disability, commute long distances, identify as English Language Learners (ELL) or are non-traditional students.