The small-scale study reported here sought to ascertain the experiences of talented undergraduate students across four faculties within one university in New Zealand. Thirty-eight undergraduate participants from the four faculties were identified by 16 staff participants based on criteria used by the academic staff in their respective faculty, department, or school. Staff and students participated in separate focus groups so that their perceptions of talented students could be gained. Participant understandings of current identification methods and provision options for talented undergraduate students within the university environment were also sought. Talented undergraduate students identified existing practices that had enhanced, or in some instances had proved detrimental to, their learning. Students also shared ideas that they believed could be implemented to further enhance their experiences and learning. The implications of these findings are discussed with the intent of further enriching the future experiences of talented undergraduate students in the tertiary environment.