The mediocre performance of students in the Caribbean Secondary Examination Certificate (CSEC) examinations, particularly in mathematics, raises the question whether private/public tutoring – more popularly termed in Jamaica, extra lessons – can improve academic performance in secondary education. The 2009 Jamaican Survey on Living Conditions revealed that extra lessons are the third highest expense in household education expenditures, after transportation and lunches. However, due to the lack of regulatory approaches from the government, there is little data on the impact of this phenomenon. Accordingly, the purpose of this study is to investigate students’ perceptions on the effectiveness of extra lessons on academic achievement at the secondary level. Specifically, presenting the hierarchical linear model analysis from a larger transformative mixed-methods design, this study provides base line data not previously available that examines the scope and prevalence of extra lessons and relationships between academic achievement and extra lessons.