||There is often an assumption that if we get our selection right and attract only the best candidates we can afford to spend less time and devote fewer resources to helping students to engage effectively with learning. Yet even some of the very best qualified students suggest in interviews that they are confused about the academic conventions and expectations of university learning. Their testimony provides a strong argument that we have a clear responsibility for explicitly structuring experiences that help all students better understand what it means to learn within their own disciplines and in broader contexts. This paper draws on qualitative data collected in interviews with students at Oxford and expands ideas taken from successful programmes which use students as a resource to address learning-to-learn issues. We argue that, far from being seen as a problem, 'learning skills' should be addressed as an inherent part of the learning experience in HE and as way of fostering the development of even the most promising learners.