This article explores the process, reasons and consequences of private tutoring as perceived by the secondary level teachers and students of community schools. This is a qualitative study based on the data generated from the focus group discussions and interviews. The article argues that the students perceived improved learning through private tutoring even though there is no any significant difference in pedagogical practices than in the mainstream schooling. Exam focused learning, poor classroom teaching, peer culture, parental pressure and indirect pressure from their teachers are the main reasons behind receiving private tutoring. However, improved learning by immediate support and feedback from their teachers and development of self-confidence among students are positive consequences of private tutoring. Similarly, there are negative consequences of private tutoring learning such as to pass examination, lack of students' attention during classroom hours, extra financial burden for parents and teachers and less classes during the regular teaching hours.