In their efforts to meet academic standards, students often rely on supplementary resources such as private tutoring. This study investigates the relationship between private tutoring and academic performance in mathematics and science among primary school students in the Gulf States. Using data from the 2019 Trends in International Mathematics and Science Study (TIMSS), we apply both Ordinary Least Squares (OLS) regression and Propensity Score Matching (PSM) techniques to account for student background characteristics and assess the differential effects of tutoring across performance levels. Results reveal a U-shaped pattern of effectiveness, with students in the lowest and highest achievement quartiles appearing to benefit the most from tutoring. These findings underscore the importance of targeted educational support and caution against interpreting the impact of private tutoring as uniformly beneficial.