The importance of student engagement is long recognised. Students who are more engaged will be more motivated and inclined to complete their studies. The aim of this study is to understand barriers to engagement for first-year computing students, a cohort that traditionally have high non-progression rates. A qualitative descriptive design was adopted. Retrospective impressions of students' experience were sought through focus group sessions with students who have completed their first year of studies, with a view to understanding how barriers to engagement may be contributing to issues around non-progression and retention. Data were analysed using reflexive thematic analysis. Two superordinate themes emerged: "Academic preparedness of the different student groups" and "The student lecturer dynamic." This study has highlighted the need for third level to cater for a diverse student landscape and the importance of fostering a sense of community between students, staff and institutions at large. The study also provides some insight into enhancing student engagement.