The search for answers to the first year departure puzzle continues unabated. Despite decades of research and countless interventions the issue remains and grows increasingly complex as the contemporary first year student population becomes increasingly diverse. We propose that individuals who see education as a priority and find their studies personally relevant to their goals, are likely to negotiate substantially more time and energy for their studies, and are also more likely to engage in behaviours that promote academic success. This paper explores the interactions between student satisfaction, the role of orientation to time and approaches to learning in a first year student population that has persisted and re-enrolled in their second year of university study.