A study was conducted to find out who needed online problem-solving tutors and who benefited from using them. In particular, the study focused on whether there were any significant differences between male and female students and between traditionally represented and under-represented racial groups. Data collected by two Computer Science tutors over multiple semesters was analyzed. The only significant differences found between sexes and racial groups were when female students practiced significantly more concepts because they had solved significantly fewer problems during pre-test, or when they demonstrated greater pre-post increase in score because they had scored significantly less on the pre-test. In both the cases, the tutors helped female students overcome differences in prior preparation vis-a-vis male students. No difference was found between the sexes or racial groups on the number of practice problems solved per practiced concept. Finally, students needed and benefited from the tutors in the same proportion, regardless of sex or racial group.