<p>The norms within education have been rapidly evolving in recent years. For higher education institutions to remain relevant in an increasingly competitive tertiary market, changes to the current models of education seem inevitable. However, it is necessary to understand the affordances of various aspects of undergraduate mathematics courses before implementing changes. In particular, there is a lack of research on the role tutorials have on student learning and self-efficacy. Using data from a second-year mathematics course (<i>N</i> = 129), we aimed to address this gap in the literature. A quasi-experimental study design was used that capitalised on the different study options available to students—who could choose to participate in tutorials in person or online each week—to separate them into two groups: those who completed most of the weekly tutorials by attending in-person sessions and those who opted to submit their work online. Our statistical analyses revealed that online students had significantly higher final exam scores and overall course grades, and on average, in-person students saw greater improvements in their assessment self-efficacy (a two-factor measure comprising <i>Comprehension and Execution</i> and <i>Emotional Regulation</i>) than their online counterparts. The differences in the change in self-efficacy were statistically significant for the <i>Emotional Regulation</i> factor of students’ tutorial self-efficacy, benefiting students who attended the tutorial sessions. These findings suggest that opportunities for in-person learning should not be removed, as they could support students’ learning in a way that is not matched through remote delivery methods.</p>