58 first and second grade students of lower secondary education (Gymnasio) participated in a pilot e-tutoring program on ancient Greek and mathematics that was implemented during the school year 2012-2013. Two teachers for each subject provided daily two hour support to students. The program was realized through Blackboard Collaborate and was focusing on the support of students who a) wanted to redefine and/or meditate and/or probe on issues raised during the morning school courses or b) were

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... sent during morning school courses. In this paper are presented the results of a research conducted using a questionnaire answered by the students involved in the program after the latter's completion. The results show that 6 out of 10 students participated in e-tutoring sessions. Their satisfaction exceeded 90%, while the program's acceptance exceeded 94%. Furthermore, the students who didn't participate in it declared that this was mainly because they didn't need it. Also, in the study no correlations between gender, personal involvement with web 2.0 tools and knowledge of computer use were observed. Finally, the students related their satisfaction to the e-tutor's role as a facilitator, something that puts forward the need for further investigation of the educator's role.