Field-based training is an integral component of all earth science degree programmes in the UK that is valued by students, academic staff and prospective employers alike. However, although fieldwork provides the learner with a deep and immersive learning environment, where they are required to apply class-based knowledge and theory to the natural world, outdoor learning experiences often create a challenging environment in which to both teach and acquire field skills. These challenges are frequently logistical, for example teaching large numbers of students outside the normal lecture setting and in all manners of weather. In addition, novice earth scientists participating in introductory level fieldwork often experience issues because of an actual, or perceived, lack of discipline-specific skills (e.g. spatial and temporal reasoning and mapping skills for undergraduate geology students) and confidence. In this study first year geology students from a single higher education institution in England were required to engage in three bespoke field training sessions designed to improve students’ understanding, abilities and confidence in the collection and recording of geological field data, and their assessment literacy levels. Training included formative workshop sessions on field sketching, geological data collection and sedimentary logging, where participants engaged in peer-led teaching activities, self-reflection, identification of what constitutes good and the design of marking schemes over a spring term prior to attending their first residential field course during Easter. Students were also encouraged to reflect on their perceptions of competency and confidence in their acquisition of skills that formed the focus of each training session both prior to and after attending. The results demonstrated significant improvements in students’ assessment literacy levels and their performance in summative assessments. Overall, the student study group demonstrated enhanced levels of confidence which supported them to consolidate their knowledge base and transformed the way they felt and performed in the field. This experience has also led to sustainable changes to the curriculum and in the process has enhanced lecturer understandings of how to effectively engage with students.