Empirical evidence from various social and educational contexts suggests that private tutoring (PT) services are more accessible to pupils from families of higher socio-economic status. This, in turn, might reflect and/or exacerbate both social and educational inequalities, an outcome that has been shown through previous research. The present paper aims to explore educational stakeholders’ perspectives on the differences in patterns of PT use by pupils from different socio-economic backgrounds in Estonia, Croatia, Bosnia & Herzegovina, Georgia and Azerbaijan. Secondly, it aims to explore the relevance educational stakeholders assign to the issue of social equity related to PT and their willingness and capacity to address this issue. The findings indicate that, in all five 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 issue in most of the countries. In addition, the findings from all countries indicate a lack of readiness and ability amongst educational stakeholders to adequately deal with and address the issue. The findings also revealed a substantial homogeneity of perspectives between and within both countries, with the exception of Estonia.