The transnational widening of participation in higher education (HE) and the concomitant emphasis on promoting successful progression and high retention are focusing attention on how best to create supportive learning environments in HE. Using a phenomenographic approach, we explore variance in how first year undergraduate students experience the learning of generic, subject-related and metacognitive skills within a study skills module integrated into education programs. The findings suggest responses ranging from a lack of engagement in the module to evidence of increased confidence, criticality, self-reflection and change as a learner. The conclusion posits alternative ways of promoting the learning of study skills, which, whilst potentially including all learners, bring significant ramifications for the professional development of university lecturers.