This paper reports on some initial findings from an ongoing research project undertaken with staff and students at one university department of Educational Studies. The project is seeking to explore the experiences of undergraduate students who are reading Educational Studies. Graduates of the degree programme are not awarded qualified teacher status although they might undertake further training that would qualify them to enter the teaching profession in primary schools. Perceptions of staff and students together with documentary analyses are used to comment on issues to do with recruitment and selection to degree programmes in Educational Studies, experiences of teaching and learning and students' future career paths. The article provides an initial understanding of the nature of the increasingly common undergraduate provision in Educational Studies. It suggests that the growth of Educational Studies degree programmes is very positive but it also raises a number of problematic issues that require further attention. (Contains 2 tables.)