This paper explores the experiences of teaching assistants studying for a Foundation degree programme and the perceived impacts such a programme has on their job role and self-esteem. A review of the related literature gave rise to three research questions that were addressed via focus groups with teaching assistants employed across four different local authorities in the Midlands. Key findings were that whilst many teaching assistants are given additional responsibilities in their workplace, these are rarely acknowledged through financial recompense or enhanced status. Consequently, teaching assistants feel significantly discouraged about the lack of recognition their Foundation degree study brings them. Further, despite Foundation degrees being promoted as having employer relevance and having been formulated with employer engagement, many teaching assistants felt unsupported by their employer. One implication of the findings is that although some benefits to the individual and their workplace are evident, their experiences of Foundation degrees are contributing towards the creation of divisions within and frustration levels among teaching assistants. To address this, the study recommends that the medium to long term impacts on teaching assistants and the form and function of the Foundation degree provision need to be examined and evaluated.