This research paper considers how bespoke online social networks have been used to support students' transition into higher education during the weeks immediately prior to formal "on-site" induction. An analysis of online activities showed some differences in the pattern of engagement between two contrasting departments (Geography and English), but information drawn from student questionnaires and focus groups, combined with tutor interviews, highlighted similar perceived benefits across both networks, including greater familiarity with new people and new places, which seemed to help ease anxieties as students prepared for life at university. By drawing on a wider cross-university questionnaire survey, eight factors which have been shown to be important in creating effective online social networking environments are discussed, including the need to maximise tutor involvement, deliver regular content updates and provide quick responses to student queries. Each factor has important implications for those interested in designing and executing innovations of this nature.