Provision of appropriate academic support is an important aspect of student transition to university studies. Academic support programs must meet the needs of students from increasingly diverse backgrounds, with different learning styles and at different stages of learning development. Pressures to improve efficiency have led to new models for academic support. As more systemic and integrated support programs are adopted, it is likely that a larger proportion of first year students will receive discipline-specific academic support. However, these programs might not meet all students' learning needs, in which case supplementary academic support activities could be appropriate.