The complexities of transitioning from a well-supported first year experience into the second year can lead to a less than ideal experience for many students. Second year experience is influenced by psychological make-up, curriculum and a collection of extraneous factors (Milsom, Stewart, Yorke, & Zaitseva, 2014) with challenges leading to students potentially experiencing a ‘slump’. This work discusses the development and impact of initiatives implemented over the past two years to enhance second year science student experiences at Griffith University. Central to this strategy has been the development of an online, just-in-time guided map resource specifically for second years providing a visually cohesive series of processes to enable positive autonomous student experiences. This initiative dovetails into second year specific career-readiness activities. As Gardner, Pattengale, Tobolowsky & Hunter (2009, p. 11) suggest “an explicit, intentional, comprehensive, well-articulated, and coordinated approach to the second year communicates to sophomores that they are as valued by the institution.” Combined they provide a soft landing into second year and a scaffolded approach enabling the shift to autonomous and future planning practices. Thereby fostering independently capable and forward-thinking students and minimising second year slump.