This thesis focuses on mature women students' relationships with their male partners, and the effect that these have on their tertiary studies. In effect, were these women supported or not by their partners, instrumentally i.e. with practical tasks such as housework and childcare, and expressively i.e. with social-emotional factors, while they were studying at university? A two-pronged approach was undertaken to the research. Firstly, the literature was explored to see what overseas studies showed, concerning mature women students, both statistically and informatively. The literature covered both instrumental and expressive aspects, and was further subdivided by the researcher into two sections, non-supportive and supportive. Then statistical information concerning mature women students at the University of Canterbury, was commented upon and compared to the overall internal population of the university. A comparison followed, between mature women student populations at the University of Canterbury and overseas, and some conclusions reached as to similarities and differences between them. Secondly, thirteen mature women participants were interviewed. The aim was to interview women who were in the majority category of this age group at university. Thus, the criteria was that they must be thirty-five years and over; married or in longstanding relations of at least four to five years; have had a long gap between high school and tertiary education; and preferably done Arts subjects, rather than professional courses such as Law or Engineering.