Students around the globe have unique first-year experiences but struggle with many of the same challenges. This monograph focuses on their journeys and provides insights for educators interested in learning about how institutions across the globe provide supports to students dealing with first-year transition issues. Based on the successful Exploring the Evidence monograph series, Nutt and Calderon present the inaugural collection of international first-year initiatives, demonstrating the portability and adaptability of these strategies in a variety of institutional contexts. Cases from a dozen different countries touch on a wide range of topics, including: academic advising and support, early-warning systems for at-risk students, first-year seminars, learning communities, orientation or induction, peer mentoring, retention initiatives, self-regulated learning, and supplemental instruction. Following a foreword written by Jennifer R. Keup & Tracy L. Skipper, The First-Year Experience: An International Perspective written by Diane Nutt & Denis Calderon, and an overview of countries by Denis Calderon, Diane Nutt, & Associates, this book is organized into the following country sections and topics: (1) Australia: Uni-Start: Student-Led "Transition to Study" Workshops (The University of Newcastle); (2) Canada: Enhancing Performance: The Effectiveness of a Faculty of Fine Arts Peer Mentoring Program (York University, Toronto); (3) England: Retention Support Officers: Support for Students in Context (Teesside University); Peer Assisted Study Sessions: Personalizing the Learning Experience (The University of Manchester); and Exploring the Use of E-portfolios and Blogs to Support the Transition Into Higher Education for Foundation Degree Students (University of Wolverhampton); (4) Japan: Developing Peer-Support Skills in Students (Kansai University); (5) Morocco: The First-Year Seminar (Sidi Mohamed Ben Abdallah University); (6) New Zealand: Holistic Intervention Program for At-risk Students (Auckland University of Technology); and Peer-Assisted Transition and Induction for First-Time Entering Undergraduates; (7) Northern Ireland: Enhancing Social Interaction among Students and Staff through the Use of Residential Events During Induction (University of Ulster); (8) Portugal: Promoting First-Year Students' Learning Strategies Through Instructional Narratives (University of Minho); (9) South Africa: The First-Year Academy: An Institution-Wide Initiative to Foster Student Success (Stellenbosch University); (10) Sweden: The SciTech Model: From First Year to Career (Uppsala University); (11) United States of America: Assessing Student Learning in Freshman Inquiry (Portland State University); and The Efficacy of a Coordinated, Multilayered First-Year Experience Program; and (12) Wales: Faculty Advice Shops (University of Glamorgan). The book closes with a conclusion written by Diane Nutt & Denis Calderon, a glossary of terms, and a section about the editors.