In the ongoing debate about “Studierbarkeit”, the individual study process offers a promising starting point for institutional attempts to support study success. After briefly introducing established theoretical perspectives and empirical findings on the prediction of study success, I will argue for a closer alignment of research on and practical implementations of student support. Furthermore, I will present a process model of the – most critical – first year of study and demonstrate its fit using data from three cohorts. The practical implications derived from this model, as well as some strategic recommendations for how higher education institutions can foster study success are outlined.