Having worked in The Institute of Technology sector for decades as both lecturer and faculty manager, the quality of the student experience has always been of prime interest to the researcher, particularly with regard to student success and retention. This research examines student completion among first year students including those who enter from access schools in socio-economically disadvantaged areas. The study took place over a five year period, 2009-2014 and was carried out through surveys, interviews and an online diary that involved mainly first year students including, students who had withdrawn from programmes, as well as academic and administrative staff. The research sought to capture the student voice primarily but also the perspective of lecturers and administrative support staff involved with year one students. Within the binary system that exists in the Irish Higher Education system the Institutes of Technology have always struggled against public perceptions of being of ‘lesser value’, that students who study in the Institutes of Technology are ‘weaker’ academically, have lower CAO points on entry and have ‘failed’ to enter the traditional university. Using Pierre Bourdieu’s concept of habitus the research also examines the perspectives of academic and support staff on year one completion among this cohort of students. The findings show that completion rates are higher in year one for those students entering ITT from the access schools than from non-access schools. It also finds that there is an association between CAO points on entry and levels of successful completion in year one. The findings also reveal that habitus does have a significant impact on the cohort of students and the students’ quality of experience in year one. There is a notable gap between the perceptions of staff and the students’ reality in year one.