Abstract
This article examines the critical role of non-academic factors in shaping English for Academic Purposes (EAP) programme outcomes for international students transitioning to tertiary study. Drawing on qualitative data from Non-English-Speaking Background (NESB) students enrolled in an EAP programme in New Zealand, the study highlights that academic preparation alone is insufficient for a smooth transition. Participants consistently identified challenges with informal communication, cultural adaptation, and classroom participation, as well as the importance of peer support and access to wellbeing resources. The findings emphasise that success in higher education cannot be separated into academic, social, or emotional domains, but rather emerges through the dynamic interplay of these factors. By reframing EAP as a strategic site for transformation, this research calls for programmes to embed socio-cultural and wellbeing dimensions alongside traditional academic skills. It contributes to TESOL and international education scholarship by offering an evidence-based, context-specific model of student support.