My mixed-methods doctoral study (2009-2011) investigated the social backgrounds, aspirations and educational experiences of a 2009 cohort of commencing humanities students at an Australian university. I discussed various challenges they faced on and off campus impacting their studies. In this instance, I focus on my research methods. Most students participating in this case study were 'first in the family' to attempt a degree course, most arrived at university with low entrance scores and with low levels of academic literacy. Around 22% were from the bottom socio-economic status quartile. The majority were in paid work while studying full time. Around 40% came from immigrant families, speaking a language other than English in the home. In 2009, I twice surveyed these students (n = 470) to get some basic information about backgrounds, paid work commitments, course expectations (survey one) and first year university experiences (survey two). I was able to review their academic results and whether they re-enrolled for a second year, aggregating and analysing these data alongside survey results. I interviewed a self-selecting subgroup (n = 33). Interviewees collaborated on editing their transcripts and producing stories about education in their lives. While the majority of 2009 survey participants reported enjoyable and successful higher education transitions, around 25% did not continue into second year in 2010, although some returned to their studies more recently. Jade (a pseudonym) was one of those departing students, and I present extracts from transcripts to illustrate my approach to interviewing. [This content is provided in the format of an e-book.]