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This paper reports on research highlighting aspects of curriculum delivery in postcompulsory education that enhance course provision. It examines the teaching and learning strategies used within Foundation Degrees in the UK, particularly work based assessments and pastoral care, whether these differ from mainstream academic courses and whether the strategies have an impact on retention and achievement. The author begins with a brief review of the economic rationale and motivation leading to the creation of Foundation Degrees. Work based practice in the Foundation Degree is discussed and then teaching and learning strategies used in Higher National Diplomas (HNDs). The author then looks at pastoral care and its role in developing students’ confidence and self-esteem. Students on HND programs did not have access to a structured pastoral care program as in the Foundation Degree.