The "massification" of higher education in Australia and the associated increasing student diversity have significant implications for tertiary education. In particular, students seem to be struggling with the demands of tertiary literacy with commentators claiming that literacy standards are in decline. The solution has been to provide study skills support, in effect commodifying tertiary literacy, homogenizing it into a set of generic skills, which discounts the diversity of situated literacy practices within tertiary institutions. Against the background of increasing diversity, any successful literacy program needs to address two key issues, the situated literacy practices of different disciplinary areas and the kinds of literacy practices that students bring with them. This paper documents the evolution of situated programs that attempt to productively engage with these issues. The paper reviews the programs and strategies that project teams developed at James Cook University (Australia) to support students in their engagement with and appropriation of tertiary literacy practices. Its intention is not to critique the traditional "study skills" approach, but there is a need to move beyond a narrow generic skills based approach, or assumptions that students will somehow be able to "pick up" tertiary literacy practices, or, even more disturbing, draw on discourses of deficit to explain students' failure or lack of motivation. Contains 36 references. Appended is a diagnostic test. (NKA)