In spring 2010 nine undergraduate students were interviewed about their experiences of first year mathematics. All nine students had passed their first year examinations and had engaged with mathematics to some extent. The aim of this research was to provide insight into the reasons why these students had engaged. It is clear from the interviews that these students experienced mathematical difficulties in their first year; however they all had a plan or coping mechanism to help them succeed. They regularly mentioned social interactions with students and staff members. Consequently the main focus of this paper is to examine these social interactions and how they formed part of the students’ coping mechanisms. These interactions can be broken into two categories: interactions with teaching staff; and interactions with friends and peers. When negative experiences are related by the students we note that they always find a way to engage with other supports available.