This contribution provides a qualitative view of mathematics students’ use of resources in their first year at a German university on the basis of problem-centred interviews. Results show that students use many different material resources, such as exercises, lecture notes, books, internet, etc., as well as the help of other persons to organise their learning of mathematics. The use of the respective resources differs in various phases of the study and serves different purposes. In addition, consequences of the use of resources on exam success and the experience of success when completing exercises are examined. These results have possible implications for the conception of mathematics courses, which are discussed.