Poor attendance at on-campus orientation and learning support activities, increased student diversity, lifestyle pressures and disengagement from traditional learning communities are indicators of a need for more flexible access to support services to assist in the transition to university study. This participatory action research project involved student mentors, academic staff, support staff, student administration, learning advisers and student organisations being involved in the design, development, delivery and promotion of Online Learning Support (OLS) modules for first year students at James Cook University. The development of the modules was based on instructional design principles whereby students had choices as to the content they accessed and also how they used the information provided. Organisational and orientation issues were most important to first year students accessing the resources while modules involving generic skills such as writing and note taking were also widely used. Combining peer support with the provision of online resources proved to be an effective strategy in addressing the problems of transition to university study.