Tralee's tutors include a university-trained mathematician with seven years' experience, a PhD engineer and seasoned uni lecturer, high-ATAR achievers including a 99.75 scorer, qualified school teachers and support staff, dedicated peer mentors, childcare educators, and award-winning student leaders—each bringing real-world expertise and a passion for supporting K–12 learners.
Love your tutor or it's free. Guaranteed.
Carefully screened, fewer than 10% are good enough to work with us.
No booking fees, no hidden fees. Cancel any time, no lock-in.
You decide where and when to meet. As little or as often as you want.
All tutors have a valid working with children check
Reach goals and improve grades faster with private, 1-to-1 lessons.
High school or primary, you'll get a tutor that fits your needs.
Our tutors show WHAT to study + HOW to study
You'll get feedback on each lesson, so you know how your child gets on.
We think Noah is great. My son more importantly is really enjoying the interaction with Noah. I think he has settled in very quickly.Debra
Year 8 student Sarah worked on solving simultaneous equations using substitution and practiced expanding and factorising binomials.
For Year 10, Alex focused on quadratic equations, applying both the quadratic formula and factorisation methods to solve problems.
Meanwhile, Year 5 student Emily reinforced her understanding of simplifying fractions and converting them into decimals through step-by-step examples.
A Year 10 student arrived at a session without having completed any independent exam revision since the last lesson; "Jay hadn't done any extra revision for her exam," as noted.
In Year 11, another student struggled to identify which topics to review before sessions, leading to time lost on basic planning rather than tackling advanced content.
A Year 8 learner's unfinished homework in linear equations left errors hidden until worked through together—missed steps masked deeper misunderstandings.
Meanwhile, a Year 3 child often sought reassurance after each answer instead of attempting questions independently, which slowed progress and reduced confidence during mental maths practice.
One Tralee tutor noticed a Year 11 student who, after weeks of hesitating to ask for clarification, confidently spoke up when simultaneous equations didn't make sense and worked through them until the process clicked.
Another high schooler had previously struggled with quadratic graphs but was able to explain how changing variables affected their shape, even drawing examples from memory during the session.
In primary years, one student who used to rely on counting fingers tackled complicated addition without any prompts or finger-counting—she completed all problems in record time and checked her own answers before moving on.
