cademic tutoring has been consolidated as a support strategy for high complexity courses in the health sciences. Its impact depends on students’ perceptions and the methodological quality of its implementation. A quantitative, descriptive cross- sectional study was conducted with 47 first-year Kinesiology students at the Universidad de Las Américas (Chile) during 2024. A 10-item Likert-scale questionnaire (1 to 5), validated by experts and showing adequate internal consistency (a = 0.86), was applied. The instrument assessed dimensions related to methodology, feedback, curricular alignment, self-confidence, and satisfaction. Students positively evaluated the tutoring experience, highlighting teacher feedback (M = 4.34; SD = 0.80), face-to-face methodology (M = 4.27; SD = 0.90), and overall satisfaction (M = 4.23; SD = 0.85). Peer recommendation achieved the highest score (M = 4.42). In contrast, peer feedback (M = 3.85; SD = 1.10) and self-confidence (M = 3.80; SD = 1.20) were rated lower. The findings support the structured incorporation of tutoring as a pedagogical reinforcement strategy in demanding courses, suggesting that strengthening socio-emotional and collaborative components may increase its effectiveness. Tutoring is perceived as an effective, feasible, and replicable pedagogical resource in health sciences programs. Its systematic implementation and periodic evaluation could foster meaningful learning, enhance student self-confidence, and promote academic retention.