This study reports on the initial experiences of first entering students at the University of Limpopo registered for 2010 Bachelor of Education (B.Ed.). I argue the initial experiences of first entering students at universities have implications for how they cope with studies and could lead to some dropping out. I place my argument within the literature on student retention and draw from Tinto's interactionalist theory (Braxton 2000). A qualitative study was used and the study does not seek to generalise the findings but draws from them for the development of strategies to support systems for first entering students. Data were collected through open-ended questionnaires administered to 120 students and two focus group interviews of 8 to 10 students each. Analysis indicates that experiences were: personal and related to thoughts and feelings; related to the academic context; and related to social interactions, all of which may have far reaching effects in higher education.