Post-calculus mathematics is often quite different, in a variety of ways, from the mathematics students have previously encountered. Moreover, students’ perceptions of the content, purpose, and value of their mathematics experiences beyond calculus, especially those involving theoretical and abstract concepts, are often at odds with the learning objectives set by mathematics faculty. Part of this disparity can be attributed to the fairly abrupt shift from memorizing and mimicking to more sophisticated forms of reasoning and problem solving. Furthermore, during this transition students are also expected to engage with much more formal modes of representing and communicating mathematical ideas. This presentation will offer suggestions for helping students survive this “leap” into the world of higher mathematics, a world that though sometimes challenging and frustrating, is ultimately satisfying and rewarding.