This paper unpacks the factors likely to influence students' use of supplementary private tutoring in Qatar. Drawing on insights from Ajzen's theory of planned behavior (TPB), the current study seeks to understand the main predictors of private tutoring usage in the context of Qatar. This study used survey questionnaire data to ascertain key predictors of participation in private tutoring, as perceived by students in preparatory schools (grades 8 and 9) and secondary schools (grades 11 and 12). The regression analysis revealed that upper-grade students were more likely to use private tutoring than their lower-grade counterparts. Additionally, parental attributes, particularly their educational levels, employment status, and involvement in their children's schooling, were strong determinants of household decisions to hire private tutors. The results also indicated that the demand for private tutoring is strongly associated with the quality of teaching. The paper offers relevant recommendations for policymaking and calls for future study and research.