Empirical evidence from various social and educational contexts suggests that private tutoring (PT) services are more accessible to pupils from families of more advantaged socio-economic status. This, in turn, reflects and/or exacerbates both social and educational inequalities, an outcome that has been shown through previous research in Croatia and Bosnia & Herzegovina. The present chapter explores educational stakeholders’ perspectives on the differences in patterns of PT use by pupils from different socio-economic backgrounds. Secondly, it explores the relevance educational stakeholders assign to the issue of social equity related to PT and their willingness and capacity to address this issue. Data were collected using individual semi-structured interviews and focus groups with selected educational stakeholders. Criterion and purposive sampling were used to identify educational stakeholders from governmental, political, professional, parental, educational, media and academic spheres. The findings indicate that, in both countries, social equity issues associated with PT are mainly related to differences in the quality, frequency, continuity and purpose of PT services. Issues of social equity, as they relate to PT, emerged as a marginal concern. In addition, the findings from both countries indicate a lack of readiness and ability amongst educational stakeholders to adequately deal with and address issues of social equity. The findings also revealed a substantial homogeneity of perspectives between and within the two countries.