This article examines the choice making behaviour, in relation to progression into and through higher education, of a small group of foundation degree students at a further education college in England. This study was conducted within the wider context of an evaluation of the impact of progression agreements within a Lifelong Learning Network and as such is influenced by other findings from the wider evaluation. The students interviewed, all of whom were high achievers at Level 3, nonetheless exhibited signs of having a tentative learner identity which constrained the choices they made in relation to progression into and through higher education. They also showed a marked reluctance to engage with formal methods of information, advice and guidance (IAG), preferring to rely on more informal sources. It is acknowledged that this is a small-scale study and as such needs to be treated as a case study rather than a generalisable piece of research. However, by comparing the initial themes emerging from the interviews with those of similar studies elsewhere in the UK (e.g. London, Scotland) it is hoped that the findings will be sufficient to provide some useful indications of the implications and impacts of some of the key activities of Lifelong Learning Networks, particularly progression agreements and IAG work.