The Getting Ready in Numeracy (GRIN) program supports underachieving students by preparing them for upcoming mathematics lessons through small-group tutoring. While prior research suggests positive outcomes, student perspectives remain underexplored. This study thematically analyses responses from 311 GRIN participants (Year levels 1-9) on improving the program. Three-quarters of participants suggested changes, with key themes including more or longer sessions, more games, scheduling, degree of challenge and group composition. Findings highlight the need for flexibility in GRIN implementation and the importance of student voice in refining intervention programs.