There is mounting evidence that artificial intelligence can be beneficial for learning academic writing tasks. Accordingly, its potential for supporting writing peer tutors’ work with students in Writing Centers has been garnering increasing attention. It has been observed, for example, that the structure of texts can be quickly assessed by AI, which then generates feedback for tutors while considering the criteria they have proposed in prompts. Despite the enormous potential of AI to support student learning during writing peer tutoring sessions, there has been considerable push-back by faculty and higher education institutions, concerned about its negative impact on students’ critical learning. These negative attitudes can in turn impact students’ receptiveness toward learning how they might use AI strategically to support their writing tasks. This study examines the role Writing Centers might play in mitigating these negative perceptions. The context for the study is a graduate school Writing Center at a mid-sized university in France. Two comprehensive surveys targeting 10 faculty teachers from STEM and HHS fields and 32 graduate students from those fields have been designed to explore instructors’ and students’ perceptions about the benefits and drawbacks of AI in academic writing tasks, and its potential usefulness in tutoring sessions. This study is part of a broader inquiry into perceptions about AI across higher education institutions in France and Quebec. The results reveal underlying attitudes and beliefs about AI, providing research-informed principles for orienting Writing Center actions, including training tutors how to communicate about and work with AI during their sessions, and how Writing Centers might expand outreach initiatives to bring faculty on board with emerging best practices. Such studies further lay the groundwork for future explorations about how AI can be leveraged in Writing Centers to help students develop core writing competencies.