This study explores the preference for remote work by sending thousands of randomized messages to tutors advertising on an online platform across Greece. The messages requested either in-person or online tutoring. Requests for online lessons were roughly 50 percent more likely to receive a callback (10.7 vs. 7.3 percent). Female tutors, STEM tutors, and those in high-competition areas showed stronger preferences for online lessons. Tutors favoring remote work also demanded higher premiums for in-person sessions. Survey findings suggest that online tutoring aligns with higher job satisfaction, more employment opportunities, improved instructional effectiveness, and increased tutoring hours.