Since 2005, we’ve helped students improve their confidence and grades in calculus.

We’re especially proud of the fact that other educators (teachers and professors) and high profile members of the Princeton University Administration trust us with their children’s academic success and recommend our services to others.

We have a 15+ year track record of supporting high school students in Precalculus, regular Calculus, Honors Calculus, AP Calculus AB, AP Calculus BC, and more.

Our private 1-on-1 calculus tutors are experts with the ability to break down complex material in a way students can understand. Some have won awards in math competitions or have quantitative majors where calculus is used extensively.

How Does It Work?

  1. Free Consultation – We learn more about your child
  2. A Perfect Tutor Match – Our team thoughtfully matches you with an amazing calculus tutor
  3. Progress Tracking – Stay in the loop with detailed progress reports after every session

Available Online or In-Person

  • Online – Over the past decade, we’ve successfully helped students all over the world using Zoom, virtual whiteboards, and other technologies.
  • In-Person – Locally in the Princeton, NJ area

100% Satisfaction Guaranteed

  • Experience You Can Trust – Near-perfect ratings, 50,000+ hrs of tutoring experience, and 500+ happy reviews
  • Not completely satisfied with a session? Let us know, and we’ll make it right or refund the unused sessions.


# of unsolicited testimonials we’ve received


Hi, I’m Gene.

What parents say about our Calculus tutors

Our team includes award-winning Princeton University undergrads and Master’s/PhD graduates who are rigorously screened and are extremely effective at communicating the material.

A quick “case study”: 

The parent of an 11th-grader at West Windsor Plainsboro North contacted us because her daughter needed immediate help with AP Calculus.

We matched her with Gene, a math major at Princeton University who scored a 2400 on his SAT and has been competing in math competitions since sixth grade.

Here’s what the student’s mom said after the first session, and later after a few more:

“Sam had nothing but great things to say about you. She gave you two thumbs up and told me that you were very helpful and that the session very much helped her for the test preparation. So THANK YOU to both you and Kevin who matched us up.”

“Gene – Once again, Sam was really happy with the session she had with you yesterday. She said that you are super smart, but have a way of ‘not making her feel stupid’ :). She also told me that what she thought might take 45+ minutes took the two of you 5 minutes to review and the remaining time you taught her about 6 classroom hours’ worth of material! THANK YOU very much and keep up the good work. Really appreciate your help.”

We receive messages like these every week.

We regularly track progress

Progress reports are shared after every session so you always know what’s going on.

A Real-Life Example: 

Student: Joanna
Tutor: Miguel
Subject(s): AP Calculus BC
Date: 2/08
Time Tutored: 11:00 – 13:00
Next Scheduled Session: Sat, 02/15 11:00 AM

Material Covered:

During the first session, I like to get my bearings and understand the student’s place in the course, as well as their concrete goals. Joanna intends to take the AP Calculus BC exam. I intend to deepen her conceptual understanding, as well as show her how to apply concepts to problems, so that she can handle the exam in May.

I made sure to ask Joanna many questions about her experience in the course, homework assignments, tests, teacher, and general interests. I picked up on a few key insights.

1. Joanna appears to be on track to learn the material. Her class has only two units left in the AP curriculum, and both are relatively manageable once one learns the prior material. We will mostly try to follow the pace of the course, unless I come to believe that the course is too slow. (I am also accounting for the idea that the month of April should be spent on exam preparation/review, not on learning new material.)

2. When she does homework, it is not reviewed in class by the teacher. Since homework review is critical to learning math, we might spend time reviewing homework, but this depends on the context of each session.

3. When she does tests, she finds that the questions are often harder than the homework and in-class problems. As a result, I intend to focus primarily on honing her ability to take tests, which involves both a deeper conceptual understanding and a better grasp on applying concepts to problems.

Later on, perhaps we can discuss transitioning to exam preparation (i.e. practice exams). But for now, I think this is a good approach. Please let me know if you have alternate suggestions.

Additional Comments:

During the session, I gave Joanna the following problems to do:

During the session, I gave Joanna the following problems to do:

AP Calculus BC 2018, Q3: understands how to read a graph, take integrals, and describe derivatives

AP Calculus BC 2014, Q5: difficulties remembering recent formulas; did a review of “perimeter of an area bounded by functions” (mentioned once in the course, but never revisited)

AP Calculus BC 1999, Q3: remembering units is quite important; computing the Riemann sum requires the width of each rectangle; know how to apply the mean value theorem

AP Calculus BC 1999, Q6: did a review of “Euler method”; write your answers with three decimal places

Assignments for Next Week:

Please bring the class textbook, all prior tests/exams, and a graphing calculator for next time.

How is your child performing in Calculus?


Addresses common student issues

A deep understanding of the subject matter allows us to personalize our approach.

Why is Calculus important?

Calculus is used in a variety of fields, including physics, computer science, statistics, engineering, economics, and more.

However, it can be a tricky subject.

Why do some students struggle with Calculus?

Many of our students struggle with the material itself, which includes concepts such as differentiation, integration, and limits.

Beyond this, many calculus problems require multiple steps. If the student is not careful, and makes a simple algebraic mistake, they will arrive at the wrong answer.

Unfortunately, some teachers do not give partial credit, so it’s especially important to emphasize the reduction of careless mistakes and the importance of explicitly stating every step and assumption.

Slide 1

A Thousand Thanks

“Wonderful to have you back! Thanks for the great recap, as ususal. Timothy so enjoys working with you, and he gets so much more out of the material, and genuine excitement about the subject thanks to your sessions. Not to mention the better grades! 🙂 A thousand thanks…”

A.S., Parent of 11th Grader

Slide 1

A Thousand Thanks

“Wonderful to have you back! Thanks for the great recap, as ususal. Timothy so enjoys working with you, and he gets so much more out of the material, and genuine excitement about the subject thanks to your sessions. Not to mention the better grades! 🙂 A thousand thanks…”

A.S., Parent of 11th Grader

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Let’s Get Started

We’ve produced consistent results over the past 15 years by combining a deep and nuanced understanding of the material, truly world-class tutors, and exceptional customer service.

What else differentiates us?

  • Smaller boutique company
  • Obsessive attention to quality
  • Never any high pressure sales tactics
  • Trusted resource with a strong reputation

We’d love to learn more about your student and see how we might be able to help!

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