Abstract
On the one hand, the study of mathematics is held in high regard, given its place as a critical filter for further educational and career opportunities, its perceived link to economic growth, and its relevance in a society with increased reliance on technology. At the same time, much concern is expressed about the decreasing numbers engaged in serious study of the mathematical sciences beyond the compulsory years. What factors encourage students to persist with, or discontinue, the study of mathematics is explored by describing in some detail the experiences, needs, and pressures faced by apparently successful students inside and outside the university mathematics classroom.
