This qualitative empirical study develops a set of theory-supported criteria for designing effective training programs for peer tutors in discipline-specific writing centres. It then assesses whether the criteria are present in a writing tutor-training program at an Eastern Ontario law school. The study draws on theories about writing-centre pedagogy, the writing process, and effective training for peer writing tutors in developing the criteria. Measuring the law school's writing tutor-training program against the theory-supported criteria reveals the presence of most of the criteria. The only significant shortcomings identified are that the law school's program does not select tutors on the basis of their personal attributes, focuses more on practice than theory, and does not include regular observation and self-evaluation activities. These findings suggest that the program is effective in training law-student tutors to provide discipline-specific writing support to their peers.