Educators worldwide are faced with challenges of understanding how undergraduates are making their school-to-university transition and becoming inducted into their academic discipline. A recent study investigated Hong Kong first-year Chinese students' experiences of transition from school to university and induction into their discipline in relation to perceived course experiences, approaches to study and achievement of goals. Analysis of the survey data of this study indicates that although students reported transition difficulties, these were unrelated to perceptions of the course, approaches to study or achievement of goals. Students who reported good understanding of their discipline were those who achieved their goals, had a good course experience and adopted deeper study approaches. These findings suggested that rather than focusing mainly on tackling students' transition difficulties, efforts of promoting a positive first-year experience for Chinese university students and facilitating their goals achievement should be oriented towards constructing a facilitative learning environment. (Contains 3 tables.)