Willingness to communicate (WTC) accounts for learners pursuing communication opportunities and encountering affordances for L2 development. While many WTC factors are known, few studies focus on how learners control their own WTC levels or manipulate WTC antecedents. In response, students in this study used idiodynamic methodology to elicit their peers’ WTC-focused strategy use. Acting as researchers, learners elicited six kinds of strategies which they intended to use for future self-improvement, peer rapprochement, or personal reassurance.