Much has been written about the necessity for induction programmes that help students bridge the gap between secondary and tertiary education. Oftentimes the language around this issue focuses on perceived student deficit rather than institutional shortcomings, not least in discussion of students from Widening Participation backgrounds. The purpose of this study was to use action research to critically examine aspects of the bridging programme I helped deliver in my role within an art school Widening Participation programme, and investigate the impact it was having on students entering higher education from high school. My action research project aimed to address the disparity between student preparedness and institutional expectations and explore improvements that could be made at institutional level to smooth students' transition to art school undergraduate study. This article outlines my findings on the impact of this project, drawing on thematic analysis of qualitative and quantitative data collected through participant evaluation forms and interviews conducted with former students on the Transitions Week programme, as well as reflections gathered from my project research diary.