The growing concern about the mental health and psychological distress of first-year students warrants a greater understanding of their well-being. This study explored the insights of 16 staff and service providers who engage with first-year students at a South African peri-urban campus and built on quantitative studies using the Job Demands-Resources (JD-R) model to understand student well-being. In-depth interviews offered insight into the demands and resources experienced by a largely rural student population. Five themes emerged: (a) transition to university life, (b) the nature of the academic environment, (c) the economic experiences of studying, (d) accommodations and facilities, and (e) the complex lives of first-year students. The study informs the JD-R model from a student context. Implications for practice and future research are discussed.