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This paper will discuss the experience of teaching a Learning Strategies module to students in two communities in areas of deprivation in Edinburgh, Scotland. Through partnership and a joint teaching program with the community education centres, this initiative aimed to enhance the study skills necessary for the students to progress to further and higher education courses. In addition, it aimed to provide a sympathetic approach and environment in which to support and build confidence in students through interactive learning methods which made use of the students' own experience and developed group-working skills. Universities have been encouraged to widen participation to groups who may be non-traditional entrants. The paper discusses a number of issues relating to widening access and gives examples from the case studies of the teaching and student experience.