This qualitative study provides insight into the first-year university experiences of students in a problem-based learning context an area that has received little attention in the literature. Data collection consisted of one-on-one interviews with students throughout their first year and of participant observation of students in the classroom at Renaissance College at the University of New Brunswick. Major challenges for students included reconciling the discrepancy between their perceptions of the university and their actual experiences, time management, and adjusting to new grading schemes. Students' sense of support and community evolved from relationships with peers and faculty at the college and friendships developed in the larger university setting.