This article describes the initial development of a qualitative system dynamics model as part of the periodic review of a mathematics course. In an effort to enhance the learning experience of undergraduate computing students (for whom the course is a compulsory part of their curriculum) a small sample of students were interviewed regarding their learning experiences. From the interview responses a qualitative model was developed which shows the key student interactions with the course and helps to explain some of the observed behavior of students. Archetypal systems structures found within the model help to suggest how the course's learning and teaching approach can be developed to enhance the student learning experience. (Contains 4 tables, 3 figures and 2 footnotes.)