There is ample evidence to support the fact that students transitioning from posts-primary to mathematics in higher education struggle with the requirement for an increased level of independent thinking and a move away from rote learning. As a result we are undertaking a large-scale project focussed on the development of interactive formative assessment techniques that aim to improve the teaching and learning experience of first year undergraduate mathematics modules. As a first step, in order to identify the mathematical topics and concepts that are problematic for first year undergraduate students two surveys were developed, distributed and analysed: one aimed at students and another at lecturers. Overall, students reported little difficulty with many of the mathematical topics and concepts presented in the survey. Further analysis revealed that students who completed Ordinary Level of Mathematics in their final year at post-primary level perceived that they had greater difficulty than those of their peers who took the Higher Level course. There was a marked contrast between the concepts identified by the lecturers and the students. Lecturers reported that many students struggle with basic arithmetic and algebra whereas students identify calculus as the main problem.