Almost every teacher we onboard prices their first course too low. The reasoning is always the same: nobody knows me yet, so I should be cheap. It is intuitive, and it is usually wrong.
Cheap is a positioning statement
A course at a tenth of the market rate does not read as "good value" to a student comparing options. It reads as "this is probably thin". You are competing against free content on YouTube, and you cannot win that fight on price — the price there is zero.
You win it on structure, accountability and proof: a curriculum in an order that makes sense, exams that tell a student whether they actually learned it, a teacher who answers, and a certificate someone can verify.
Price the outcome, not the hours
Students do not buy 40 lessons. They buy a grade, a job, a language, a skill they can charge for. Work out what the outcome is worth to them and price a sensible fraction of it.
A course that helps someone pass an exam that determines their university placement is not competing with a $12 tutorial. It is competing with a private tutor at ten times that.
Practical starting points
Anchor with an old price. Show a strikethrough original and a current price. This is one field in the course editor and it consistently moves conversion.
Offer instalments before you offer discounts. Splitting across months preserves your price and removes the real objection, which is cash flow — not value.
Use a free preview lesson, not a free course. Let the first lesson sell the rest.
Bundle rather than discount. Three courses at a package price protects your per-course value in a way that a 40% sale destroys.
The one time cheap is right
A deliberately low-priced entry course as the front door to a bigger catalogue is a real strategy — as long as you know that is what you are doing and you have the rest of the catalogue built.
What does not work is pricing everything low because you are nervous. That is not a strategy; it is an apology.