Individual interviews explored 50 British University students' accounts of sustained volunteering within health settings and a model was developed using grounded theory. Phase one--'Getting involved'--outlines 'motives and catalysts' for students starting to volunteer wherein altruistic motives of compassion for others are juxtaposed with perceptions of enhanced employability. Phase two--'Maintaining commitment'--includes three components ('Making connections,' 'Developing resilience' and 'Keeping the balance'), which represent important aspects of continuing volunteering participation. Phase three--'Reaping the rewards'--focuses on the benefits of volunteering including self-development. Our findings have implications for the training and support of student volunteers.