This quantitative study measures change in certain factors known to influence success of first-year students during the transition to higher education: self-efficacy, autonomous learning and social integration. A social integration scale was developed with three subscales: "sense of belonging", "relationship with staff" and "old friends". Students responded to this and existing scales measuring self-efficacy and autonomous learning, before and after participating in transition activities including a group-work poster project. The authors discuss positive outcomes regarding a sense of belonging and how the authors' expectations in other areas such as self-efficacy were not met. The importance of early contact with academic staff and small-group work is confirmed. Tinto's assertions on pre-existing relationships are challenged. The authors suggest that further investigation might prevent a "scattergun" approach to transition based upon superficial understanding of outcomes. They discuss potential models for transition design and support a "longer" process with several opportunities for student engagement in success factor development.