Previous studies on English private tutoring (EPT) have mainly focused on students and tutors who directly engaged in it. However, as EPT is a paid service and it is usually provided outside of school, parents are also important stakeholders of EPT, but EPT research has so far focused less on them. This chapter examines Chinese parents’ agency in their children’s English learning in EPT. Fourteen parents from Hong Kong and 11 from Nanchang participated in two studies respectively. These two studies adopted similar research methods by collecting data through semi-structured interviews which, from an ecological perspective, provide further evidence of the complex nature of parents’ agency in their children’s learning. Although all the parents in the two studies supported their children to attend EPT programmes, they enacted their agency differently, depending on the affordances and constraints they perceived in the situated contexts. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG.