Introduction: The aim of the article is a family tutoring analysis as part of the school culture. The conclusions come from the ongoing two-year study of the female primary school culture, which implements a personalised education model. Material and Methods: The case study is based on qualitative and complementary quantitative research methods. The research questions concerned the place of tutoring in the school culture, its perception and evaluation from the perspective of students, teachers and parents. Results: The perception and evaluation of tutoring by the examined three school community groups are largely consistent. They show that differences are primarily related to the number of the most visible school artefacts. The results identified for each aspect of culture show much coherence - material elements/goods are the result of axiological and normative assumptions held of the institution. Conclusions: Tutoring occupies a significant place in the tested institution, both at the level of the assumptions and procedures, as well as daily practice. Success in tutoring depends on an individual’s involvement and awareness, with the procedures used having a smaller impact.