As a result of widened student participation, liberalisation and reform in the Australian tertiary education sector, provision of higher education qualifications is no longer solely the domain of universities. Traditionally, technical and further education (TAFE) institutions partnering with universities have provoked unease in the tertiary sector as vexed issues (including quality and access) emerge as significant barriers to seamless supported student pathways. This paper explores the experiences and perceptions of seven TAFE program coordinators who have championed the widening participation agenda (in conjunction with Federation University Business School) by implementing undergraduate programs within a TAFE environment. The catalyst for this study was the high student retention rate observed within these programs suggesting a recipe for successful transition from TAFE to higher education qualifications. Utilising a qualitative exploratory approach, the findings strengthen the understanding of the characteristics of environments that best support nontraditional students transitioning into higher education. A number of significant themes emerged from the data: delivery mode and program type contribute to successful transition; "transitional shock" experienced by students can be ameliorated by the particular characteristics of the TAFE environment; and the quality of the educational partnership has an impact on successful student transition.