Often, at universities, it is assumed that students will automatically find their 'voice' after a period of exposure to the academic field. What is not understood fully are the struggles that students with different levels of preparedness have in finding and asserting their academic voice, particularly in the academic writing genres necessary for success. There is a clear link between students' ability to exercise voice and their achievement levels. The data focussed on in this article were drawn from a large assessment study that aimed at reaching an in-depth understanding of why first-year Bachelor of Education (BEd) students experience difficulty with their assessment tasks. Focus groups were held with 18 firstyear volunteer BEd students. In particular, we focussed on the unique insights emerging from the data about the challenges students face in finding their voice. We identified how a lack of understanding of the purpose of assessment contributes to these struggles. Other factors that contributed to this are difficulties with the genre of academic writing, challenges with vocabulary and positioning oneself in relation to the theory. Many students appeared not to feel a sense of agency or confidence in their capabilities and have poor self-efficacy beliefs. These aspects were underpinned by the requirements of assessment and necessitate that lecturers develop pedagogical strategies to make the acquisition of voice more explicit.