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Only the best Tualatin tutors are able to work with you. The tutors go through a rigorous interview, possess excellent teaching skills, and pass a background check. From this elite group, an expert director will help you find the best tutor to meet your individual needs – and we stand behind your satisfaction with our money-back guarantee.

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About Tualatin

Tualatin, OR, is part of Washington County and has a population of 26,000. It sits along the Tualatin River, giving it a small-town, resort like atmosphere. Its woodland surroundings are lush, and great for hiking and bike riding. With over 200 acres of parks, there is always a place to spend your day outdoors.

Tualatin High School is the only high school in town, and is nationally recognized by "U.S. News & World Report." It's a part of the Tigard-Tualatin School District 23J. Though applying for colleges and studying for the entrance exams is stressful and time consuming, Tualatin tutoring lets you receive private instruction, either in-home or online, for your class or test prep today. Lewis & Clark College, near Tualatin, is ranked in the nation's top 100 liberal arts colleges. Reed College is another liberal arts college in the top 100. You'll potentially improve the chances of admittance to these top schools if you connect with one of the Tualatin, OR, tutors available for private tutoring, instruction, and test prep, either in-home or online.

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Recent Tutoring Session Reviews

Tutoring review by Lauren in Tualatin, OR
The student and I finished her math homework (radical equations) and then began studying chemistry. I've asked her to begin taking notes on chapters 2-8, specifically by making flashcards for important words and concepts. She is also going to continue watching the online videos. She did a good job!
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Tutoring review by Bernice in Tualatin, OR
She wants to work on multiplying and dividing larger numbers, understand basic concepts of geometric shapes, and improve her ability to problem solve in word problems. We began by working on a few multiplication facts. Next, we moved on to multiplying with 10 and 100, and she seemed confident. Then she was ready to multiply by multiples of 10, such as 30 and 80. This led to multiplying teens, such as 14 x 17. She works her problems on a white board, and this seems to help. When she works through the algorithm, she makes mistakes and often forgets what to do next. I will type up a step-by-step chart for her to follow for next week. I introduced a different strategy for her to try that would check to see if she understands how large the numbers truly are. We used a break apart method by drawing an open rectangular array which she was unsure of at first. She seemed more confident and worked through this strategy the second and third time. The student was excited to see that both strategies gave her the same answer. I want to see her more successful with her multiplying before she moves to division of larger numbers. We also had time to work on story problems that involve elapsed time. She is able to add time but not when it passes the next hour. She also has trouble finding the beginning time when given the amount of time and the end time. We will continue to work on these things.
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Tutoring review by William in Tualatin, OR
The student and I worked on algebraic iterations of trig functions where several algebraic operations are necessary to solve for an unknown angle x in a certain domain 0 < x< 2pi. One problem required one to move all the expressions to one side and equate the trig functions to 0 much like one would to do an unknown variable x. After the student saw that the general goal of any of these problems is to equate the entire function to 0, it became much clearer to her how to approach the problem. After that, it was only a matter of factoring out a cosine or sine to make the problem solvable for x. She was able to do this well and when we looked at a quadratic function of a similar type she was eventually able to see that one must factor the quadratic equation to two terms. Slowing down and calmly testing out each possibility will be infinitely helpful to the student and once she has mastered it, the sky is the limit. I gave her practice problems and a reminder sign to take her time and breathe. We also briefly studied rational functions in x which she was having difficulty with. After she understood the main goal to reduce the multi expressions to one fraction over another, it was only a matter of finding common denominators and combining like terms. She only needs practice so I told her to practice extensively the problems in her textbook.
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Tutoring review by Derek in Tualatin, OR
During this session, we continued to review for the student's upcoming math test. We focused on a more in-depth review of some of the harder concepts. This included how to manipulate sine and cosine functions to alter their amplitude, period, and horizontal and vertical shifts. We practiced fitting equations to actual models. Furthermore, we reviewed how to find the coordinates of an angle on a unit circle. We did this by finding the reference angle and considering in which quadrant the angle would be found.
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Tutoring review by David in Tualatin, OR
The student and I reviewed for her final exam, which happens tomorrow. This is our last session for this class. We worked on a number of review questions provided by her class. She has a good grasp on some materials and has struggles with others, which we addressed and clarified as much as possible.
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Tutoring review by Christine in Tualatin, OR
We spent the session on displacement, relative velocity and acceleration/tension for masses connected on a ramp. The student has made a lot of progress with vectors, and was able to complete the displacement/velocity problems almost entirely on her own, though we spent a lot of time discussing what everything meant to reinforce concepts. She needed a little more guidance with the ramp problem, but when I broke it down into smaller parts she seemed to feel a lot better. I assigned her a problem with a single box on a ramp with friction (solving for a) and told her to try two objects connected on a ramp with friction once she feels comfortable.
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