This article presents findings from an empirical case study examining the educational experiences of 18-25-year-old carers. Known as young adult carers (YACs), these individuals provide ongoing support and assistance to family members experiencing disability or chronic illness while also studying at university. Guided by a new, purposefully developed, theoretical model termed the Young Adult Carers at University-Student Experience Framework (YACU-SEF), the article examines YACs' patterned actions of engagement and overall outcomes of success in higher education. The YACU-SEF draws upon ten student development themes designed to target the quality and quantity of effort YACs' invest in (a) academically challenging activities, (b) within- and beyond-class activities, (c) learning and teaching-based interactions with staff, (d) broadening educational activities, (e) relationships with peers, teachers and support services, and (f) work-integrated learning experiences. The article points to YACs' experiencing significant challenges due to the competing demands of their student and carer roles. The findings raise implications for YACs' engagement, retention and success in higher education.