The research reported in this article is part of ongoing research exploring the development of teaching and learning in one further education college. This first stage aimed to investigate 16- to 19-year-old students' views of a teaching and learning model. A total of 374 sixth-form students individually sorted 21 statements derived from the model into those that they saw as very, quite or less important to their learning. In addition, nine semi-structured interviews were carried out with first-year students to gain a deeper understanding of why aspects of the model were deemed more important. Analysis revealed that first- and second-year students were united in their greater preference for explicitly exam-focused lessons within a socio-emotionally safe learning environment. Implications of the findings are discussed in relation to theory and practice in education. (Contains 2 tables, 1 figure, and 3 notes.)