A study of the Scottish Wider Access Programme (SWAP) surveyed 153 current access students in an initial interview and 131 in a follow-up interview; it also surveyed former access students who were in their first year of higher education (n=99 initially, n=76 follow-up). Students were interviewed by telephone near the beginning and the end of their courses. They were drawn from three broad categories of study: science and science-related courses; social science, humanities, and languages; and nursing courses. Findings indicated that both groups felt satisfied with their access courses, which they believed had prepared them well for higher education. Five aspects of SWAP courses were probed in detail: modules, assessment methods, teaching methods, tutor qualities, and study skills. Modules gave students confidence by taking a step-by-step approach, although students were concerned about fragmentation of knowledge and about some modules being too easy. Continuous assessment helped students learn and built confidence. Students reported a high degree of mismatch between teaching methods in SWAP and higher education courses. SWAP tutors were rated very highly by current and former students. Higher education tutors were less often described as knowledgeable, patient, and enthusiastic. Students were happiest finding their own study skills and overall strategy. Access students experienced problems of three main types: academic, personal, and financial. Over 43 percent of students in higher education reported academic difficulties. Among former SWAP students in higher education, there was a striking lack of knowledge about student support services. (YLB)