The previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support, our research shows that students entering Australian education with low tertiary admission ranks (ATAR) continue to be less prepared, less able to cope with study, less academically engaged than their peers, and are at greater risk of attrition. We argue that supporting low ATAR students' transition into university means rethinking the role of preparatory programmes as well as supporting these students to develop personal objectives, new student identities, and feel a stronger sense of 'belonging' to their university community.