Supplemental Instruction (S.I.) is a peer tutoring approach in which the development of students study skills takes place through weekly peer tutoring sessions, and is built on particular subject curriculum, not separate from it. In this study the first-year subject selected was Statistics for Marketers. The approach is designed to assist students to succeed in 'high risk subjects' through voluntary attendance at the S.I. sessions. The central question for this study was how studentsŐ perceptions of their learning experience, while participating in an S.I. group, could inform our teaching practice in universities, at a time when we are facing an incredibly-challenging, competitive environment. Research to date had not investigated to any depth how the approach worked nor gained any detailed student accounts of their learning experiences in an S.I. programme.