The paper presents the results of an investigation into approaches and obstacles to the development of study skills, as well as existing skills development methods and their evaluation, at the Russell Group universities. Research in the UK has established that students from all backgrounds need support in developing the skills necessary to study effectively at university. Whilst it was previously assumed that students who access university through widening participation initiatives lack study skills, it is increasingly being recognised that 'traditional' students also are not sufficiently prepared by the A-level curriculum, especially in terms of independent learning skills. The lack of study skills affects student progression and retention. UK figures show that the withdrawal rate is highest among first-year students. Research evidence also demonstrates that support in the development of study skills is not adequately provided to first-year students. This is especially the case at research-led universities where teachers tend to be more concerned with providing knowledge of the discipline rather than with their students' learning. Accordingly, most initiatives for skills development reported in the educational literature are taken at post-1992 universities, dealing with a more diverse student population in terms of educational background and learning needs. The nineteen universities in the Russell Group are research-led, top the league tables in the UK, and are largely selective in their admissions policies. The aim of this investigation was to compare the commitment at these universities to the development of students' study skills at the institutional, departmental and individual level; to find out which methods are used to develop study skills, and how successful these methods are according to evaluation results. In-depth interviews were conducted with staff responsible for the implementation of study skills programmes at five Russell Group universities. Based on the interview results, a questionnaire was developed and sent to the other fourteen member universities. The results show that a variety of practices and methods are being used to develop study skills, which are to a larger extent based on individual initiatives. Although there is widespread concern about the lack of students' study skills, departments and faculties claim to have insufficient resources, while academic staff are reluctant to devote teaching time to skills development. Therefore, a holistic approach, which would ensure that students receive effective support from different sources throughout their first year of study, is rarely found. At present, this has negative implications mainly for students, but may have serious implications for the universities after 2006, when students have to pay higher tuition fees and may take a customer-oriented approach of demanding high quality teaching and learning.