Mastery Learning is based on a belief that all students can achieve the same level of content mastery when provided with sufficient time and appropriate resources. We report on an initiative to adopt elements of a mastery learning approach in a first year undergraduate Calculus module for students on Chemistry and Biology programmes, facilitated by digital technology. These included administering a pre-teaching diagnostic assessment, offering regular formative assessments and providing opportunities to retake summative assessments. We discuss students’ responses to these additional opportunities to succeed in terms of uptake, improved outcomes and the perceived usefulness of the approach.