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This article points to several aspects which need to be taken into account when planning an information literacy course for (doctoral) students, tutored by (subject) librarians. After analysing reflections of doctoral students of the University of Tartu and conducting a focus group with subject librarians of University of Tartu Library it is possible to point to the general organisation of a course, its content and form, the feedback given by tutors and fellow-students, and course-related emotions and problems as aspects that can foster or hinder the success of an information literacy course. As perceived somewhat differently by these two parties, the afore-mentioned aspects have certain overlapping, but also contradictory traits making the course planning a sophisticated enterprise. [ABSTRACT FROM AUTHOR]