No matter whether privately or school-funded, if appropriately provided, tutoring is beneficial for students and to the educational culture of learning. And yet, we do not see it offered as a resource in all school settings to build equity in impacting all students and subjects. This qualitative case study aimed to examine the confidence, levels of impact, and perceptions by secondary students on consistently attending a weekly Tutorial for mathematics during their school day. The overarching research question that guided this research was: How does participating in the Tutorial impact content confidence in 7th-12th grade mathematics students within the bounded setting? The research was conducted in a non-charter, private, hybrid school setting, which I refer to as XYZ School. This study utilized virtual one-to-one interviews, an observational component, and consistent participant led feedback. The theoretical frameworks which aided the researcher in categorizing and making sense of the collected data are the Universal Design for Learning framework and foundational works from Vygotsky's Constructivism Theory. The findings from the data resulted in four themes: anticipation of tutorial use, use of tutorial, confidence levels after tutorial, and tutorial impacts. The practical implications of this study center on the crucial role consistency plays when building confidence when learning content. The findings can be used to assist future policy implementation and suggestions for the Tutorial within the organization's embedded curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]