Some university Biology departments have introduced additional support classes for students who struggle with the transition from school or college to higher education. In this study, classes at three contrasting British universities were investigated. The structure and content of the classes were compared, and the reasons for introducing the classes were explored. Data collection comprised linked observation and interview methods from three stakeholder perspectives: lecturer, undergraduate, and teacher. The research contributed to the evidence base that determined what was required to improve the transition to university for first-year undergraduates. This article discusses the transitional challenges identified by the different stakeholders in relation to the recently completed reforms to A level qualifications in the Sciences.