Mature age students make up a substantial group within the larger University community. Adult learners enter tertiary education with many conflicting demands upon their study time. These obligations, though not exclusive to adult learners, include numerous working and personal commitments, such as family disruptions, years out of academic study, work commitments, even domestic chores and sporting commitments. However, mature age students when encouraged and valued for their unique skills and experience can not only add to their own learning, but can also have an influence on other students. They bring to the student body a wealth of knowledge and skills born of the workplace and their own life experiences. With appropriate coaching and handling, the mature age student can be an asset to the furtherance of andragogical teachings as well as an influence on reducing attrition rates. This paper reflects upon a first year course taught from Central Queensland University in the Occupational Health and Safety undergraduate degree program, utilising the contributions to teaching and course evaluations from students within the course and contemporary literature. Also highlighted within this study are the measures taken to embed the skills, knowledge and experience of mature age students in the course to assist all students to meet their learning outcomes. The findings of the study were that all students in the course found the bridging of the communication gap and the encouragement of mature age students to take a leading role in the course to be a positive move, leading to all students identifying strongly with the course learning outcomes. This was extrapolated to mean that students felt more connected with the program and saw value in completing the course.