The first year experience in higher education is vital for students as they transition into university life. While existing research has largely centred on students’ integration into institutions and the development of generic attributes, this study advocates for a shift in focus towards students’ engagement with specific knowledge areas within their discipline. Drawing on transition- and peer learning research, we highlight the methodological and conceptual challenges when focusing on generic aspects of the transition. By emphasising the importance of students’ relationships with knowledge and the role of teachers in facilitating this process, we propose a reconceptualised approach to the first year experience. This article calls for the prioritisation of academic engagement and disciplinary knowledge as integral components of the first year journey, shedding light on previously overlooked aspects of this critical transitional period.