This article derives from local research at two UK universities as part of their institutional strategies to address retention and progression and enhance their students' experiences of higher education. In both Middlesex University and the University of Salford, research has been undertaken to identify factors which influence the retention and success of first-year undergraduate students. Both institutions adopted qualitative methodologies to conduct research with first-year undergraduates and programme leaders to identify and to discuss emerging themes that may contribute to student retention and success. Although the research projects used different methods, comparable conclusions were reached with a particular emphasis on preentry information, the induction experience and aspects of learning and teaching.