Central in this study is the relationship between the pedagogical approach and generic skill development in the first 10 weeks at university, students' perception of the fit between secondary and university education and first-year achievement. Information regarding the pedagogical approach and generic skill development was gathered through questionnaires, interviews and analyses of syllabus information. Students' perception of the fit was examined with a questionnaire, and their achievement scores were obtained from the university administration. A conceptual model was tested by means of structural equations modelling, and showed a good fit with the data. Results showed that the pedagogical approach affects first-year achievement directly and indirectly, through skill development and the perceived fit. Attention for basic skills and collaboration skills showed positive effects on achievement, whereas the effects of higher-order skills were adverse. (Contains 2 figures and 1 table.)