Characteristics of the tutors both free and remunerated, cost involved in supplementary tutoring, reasons behind seeking tutoring support and reported impact of such support were also explored. Data were collected from 905 students living in four rural locations in two sub-districts. The findings revealed that most of the children were involved in out-of-school study; only a third took no support from tutors, over 26% received it for free, and almost 42% received it on payment. Supplementary tutoring providers were the parents, siblings, relatives, neighbours, teachers of own and other educational institutions, and the coaching centres. Household members and few others from all the categories provided it free of charge. Free providers were less educated and younger compared to the remunerated providers. A wide range of cost was involved. The parents reported a positive impact of remunerated supplementary tutoring on the academic performance of the students. The provision is however a source of intergenerational inequality among the students. Schools increased responsibility to the students of poorer families especially the first generation learners, in-school additional tutoring through community teachers and community or state financing of such initiative can be considered to reduce such inequality.