This thesis explores learning, development and the need for support, guidance and counselling in the process of postgraduate research study, relating these issues to successful submission, via four linked studies. Using records of postgraduate research students over a ten year period an examination was made of factors which may have an effect on completion. Differences were identified and questions raised about the effects of study in different disciplines. This led to an exploration of learning and development and academic success using a retrospective view of postgraduate research students' experiences A developmental and sociocultural understanding of the learner was discussed, and a link between past and present experience and study outcome was presented as well as a review of practical measures. Further exploration of the learning ability and coping resources of a small number of research students via counselling intervention followed. This led to the proposition that ability to cope with the demands of PhD study may derive partially from attachment style. An indirect association between counselling intervention and outcome of study for those experiencing difficulties was presented. A longitudinal exploration of postgraduate research student experience confirmed the importance of previously researched demographic factors as well as that of the supervisory relationship. Results suggested that the extent of the influence of the supervisory relationship on progress was not consciously recognised. It was proposed that the relationship is mediated by factors outside the individual's conscious awareness, therefore use of written instruments may be helpful in identifying those in need of extra support, reducing adverse effects on progress and assisting completion rates.