Although course-embedded programs (such as writing fellows, writing center fellows, or writing associates) have been examined at single institutions in terms of training, faculty support, and assessment, writing center researchers have rarely studied these programs across multiple sites. Our panel provides results from a large-scale multi-institution survey of students, faculty, and staffers in classes with course-embedded writing support programs, at four SWCA institutions that differ in terms of size and mission. This project and research results showcase the perceived value and impact of course-embedded, peer-to-peer writing support.