This article reports on a mixed methods study that evaluated the efficacy of a study counselling intervention programme at a South African university. Quantitative data, collected by means of the Learning and Study Strategy Inventory, indicated that the study skills intervention programme brought about statistically significant improvements in participants' study skills profiles. The qualitative findings that were collected from 10 participants served as a contextual lens to develop a more holistic understanding of the quantitative results. It is argued that multidisciplinary collaboration is required to address the heteregenous needs of students within the higher education context.