Most mathematics support initiatives aim to help st ruggling or at-risk students. However, studies show that st udents who avail themselves of mathematics support vary both in term s of their ability and their reasons for seeking extra support. It is also well known that a considerable number of at-risk students do not avai l themselves of support services. To provide efficient and effecti ve supports it is important to have a description of the type of stud ents attending or not attending and the reasons why. We present an overv iew of the initial findings of two research projects on these topics. We will discuss preliminary findings from a study of repeat and non -repeat mathematics students which suggests several reasons (not necessarily related to ability) why students do not avail thems elves of mathematics support. We will also present evidence that at-ris k first year students are more likely to attend the Mathematics Support C entre than students who are not deemed to be at-risk. However , a significant minority of at-risk students do not avail themselve s of the supports offered.