In this study, we aimed to replicate and expand upon previous work by Lim et al. (2023) to further examine the expectations students have on undergraduate teaching assistants (tutors) in university CS2 courses. Their study was scoped within a single institution; we conducted 23 semi-structured interviews across four institutions. Notably, participants were interviewed by authors from differing institutions to minimize potential conflicts and encourage transparency. Our findings reveal a large set of roles tutors are expected to play. These roles can be categorized into tutors as solutionists, diagnosticians, and facilitators. We detail the expectations associated with each category of roles and find that our results largely echo Lim et al.‘s results. We discuss replicated and contrasting results and we detail the utility of our categorization of roles, identifying areas to support tutors’ emotional labor and implicit responsibilities, as well as chart directions for future work.