Having the world's youngest population, the Islamic Republic of Iran bears the responsibility of education more than 18 million students at segregated schools. Private tutoring in academic subjects is defined as tutoring provided on a supplementary basis at the end of the school day, at weekends, or during vacations. In some countries, especially in East Asia, out-of-school supplementary tutoring has long been a major and accepted part of social and educational life. Some of the existing research indicates that this emphasis on after-school programs is well placed. For example, in some studies, children who attend after-school programs have shown better reading and math achievement and more positive peer relationships than comparison children. Other research, however, has painted a less rosy picture. Some investigators have failed to find differences in the performance of children who attend programs and those who do not and still other researchers have found program children to perform more poorly than non-program children. Not much research is available on how private tuition started in Iran. Nevertheless, it seems that it began at the secondary level where the best students were often rewarded with a scholarship for further studies or with admission in a public university where places were limited. Not much literature is devoted to the scale of private tuition in Iranian high schools. The study adopted an exploratory descriptive design. Respondents to participate in the research were 300 teachers, 300 parents and 400 high school students. A 40 item format questionnaire was the main instrument for data collection. Responses to the items were made on a five-point Likert scale anchored with strongly agree and strongly disagree and coefficient alphas of measurers were in satisfactory level. Results showed that from the parents view several factors have contributed to this interest: among them, the large proportion of families in which mothers are employed and who see
