This paper examines the effectiveness of the University of North London's Early Childhood Studies Scheme (ECSS), exploring student characteristics and how its YC100 Study Skills module addressed students' needs. The module empowers nontraditional ECSS students by building a self-confidence and skills infrastructure that teaches them how to study, learn, and communicate in school. Five students participated in the study. They identified need for self-development and improvement as the reason for attending. Students were taught six key components: good students are made, not born; getting the overview is essential; creativity is vital, and it can be taught; knowledge of academic forms or genres eases anxiety and promotes success; fear plays an enormous role and must be actively addressed; and reflexivity is vital. The five students completed interviews examining their: goals; feelings about study and themselves as students; experiences with ECSS; experiences with the study skills module; experiences with support; and recommendations. Students had clear goals for themselves but were anxious and fearful. They reported positive experiences with the ECSS and gave the YC100 module very positive feedback. Most students were not aware of other university support available. Recommendations emphasized better communication, including more formative feedback. (SM)