Central in this study is the degree to which the pedagogical-didactical approach in undergraduate programmes aligns with the pedagogical-didactical approach in secondary schools, and how this is related to first-year achievement. Approaches to teaching at secondary schools and in first-year university programmes were examined by interviewing school management, school teachers and university lecturers. The teaching approaches found within the schools were contrasted against the academic teaching approaches, resulting in four types of fit. With multiple regression analysis the relationships between these four types of fit, gender, prior achievement and first-year achievement were examined. The results showed that prior performance is positively related to first-year achievement, as well as a fit characterised by more student-centred teaching in the first year compared to the approach to teaching at secondary school. (Contains 2 tables.)