In an effort to remain both competitive and attractive to prospective and established students, higher education institutions, both at a national and international level, are actively seeking innovative ways of improving the experience, progression and retention of students (Jones, 2008). This paper reports on an original approach to tutorial organisation to enhance the learning experience of undergraduate students on a practice-based foundation degree at a university in the UK. Students’ perceptions of tutorials prior to and post their active engagement with a classroom-based Tutorial Stations System (TSS) will be shared and discussed. Whilst there is a positive calling from students to sustain usage of the system as part of other taught modules on the programme, further research is needed to evaluate the impact of the system on helping to improve student attainment.