Changes to education in Australia have seen new government legislations increasing educational pathways so students can more easily enter university, the aim being to increase participation. Now, many domestic students utilise various pathways to access university. Some have undertaken basic Further Education Diplomas, received subject credits, bypassed traditional language requirements and introductory units and moved directly into a second year of university. However, given the difference in pedagogy between vocational and educational training and universities, many of the students taking advantage of the new pathways are in fact significantly disadvantaged and due to their various points of entry into university they are not easily identifiable. They have become the "hidden disadvantaged". This article provides a case study where two language and academic skills advisors at La Trobe University (Australia) have developed a model of support that has proved useful in identifying these students and giving them greater access to success. (Contains 1 table.)