Purpose: The growing literature on private supplementary tutoring, widely known as shadow education, addresses multiple dimensions and roles. However, many studies inadequately capture the diversity and implications of different forms of tutoring. This paper examines these matters in Myanmar, highlighting complexities and ambiguities in descriptors and in the nature of provision. Design/Approach/Methods: Using a mixed-methods design, this study was conducted in Mandalay Region and Chin State. The data were obtained from interviews with 110 Grade 11 students, 34 high school teachers, 30 parents, 29 private tutoring providers, and two private school owners. Findings: The article categorizes tutoring forms based on their styles and orientations, particularly lecture-type teaching and homework supervision by guides, class sizes, durations of fee-charging (e.g., annually), the number of subjects taught per tutor, and tutoring locations. The study brings the topic out of the shadows for clearer analysis of the phenomenon and thus for assessment of its implications. Originality/Value: The study makes a methodological contribution to the wider picture by demonstrating the need for greater clarity and precision in the national and international comparative literatures. It also underscores shortcomings of predetermined categories in questionnaires and the value of qualitative interviews.