We have observed declines in student grade performance, attitude and program satisfaction in our second year bioscience students and these findings appear to share commonality with the sophomore slump phenomenon reported at American colleges. Sophomore students often struggle with personal identity, self-confidence, autonomy and academic commitment (Graunke & Woosley, 2005). We report on preliminary findings, from pilot studies, to quantitatively identify elements of slump within Australian students that may justify further sophomore transition program development.