This study follows the development of a dual enrolment programme called Early University Entrance (EUE) that allowed transition year students, with intellectual ability in the 95th percentile to participate (part-time) in 1st year, degree programme modules on a university campus. Over the course of one semester social, emotional, personal and academic integration of the students was evaluated. The study used mixed methodologies, with a predominantly qualitative approach. A battery of psychological measures was employed, along with focus groups, student diaries and questionnaires. Data was collected from the participants themselves, as well as their parents and teachers. In adapting to the new learning environment, they experienced some difficulties. The students adopted a mature attitude toward their university study in coping and overcoming the issues they encountered. In their end of semester examinations, the early entrants, on average, performed as well if not better than their first year classmates. In terms of self-concept, there was a significant decrease at the mid-point however, this recovered to pre-programme levels by the end of the programme. The study found that the students integrated well into the university from a social perspective, both in terms of the early entrance cohort and in their interactions with first year students. They did however experience some difficulties in maintaining links with their school friends. There was a shift in their attitude toward school. Initially disparaging, they gained greater perspective as the semester progressed, and were ready to reintegrate by the end of the programme.