This article considers the impact of a technique of structured conversation to enhance a student-centred approach to tutorial time. It is suggested that the development of such an approach can provide enhanced learning support in the current challenge of widening diversity in the learner population. Many students in modern tertiary education show atypical learning styles, and in the past this would have reduced their opportunities for further and higher education. It is now recognised that a key factor in this is the development of independent learning skills in each individual, located within their own learning style. Informed use of tutorial time can be instrumental when working with students who need support in cognition or focus. This article examines the impact of structured interaction in tutorial time for students with autistic spectrum disorder (ASD). Research was undertaken by situational case study of tutorial time. Two students with ASD were observed within a project to introduce a programme of visual structure ("Comic Strip Conversation") into the tutorial setting in further education. Observations were carried out both before and after the introduction of this programme into the tutorials. The results demonstrated that there was greater focus and involvement for both students when visual structuring of the conversation was used. This was seen to occur in all areas of the tutorial: in retrospective description, in reflection, and in the forward planning of events and workload. This article reports on the research and proposes its wider dissemination. (Contains 3 figures.)