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This article traces the development of four narratives of financial assistance for Australian university students – to encourage excellence; to meet public need; to build the stock of human capital; and as universal provision – and their effect on the development of a fifth narrative, centred on the Higher Education Contribution Scheme (HECS). Financial support schemes have been provided by governments, industry, philanthropic and religious groups, or a combination of these. These narratives reflect deep-seated ideas about the meaning and value of education, and the emphasis placed on public or private benefits. This article shows how these narratives have affected access to university and who has attended. It shows the influence of student support schemes in shaping higher education in Australia. [ABSTRACT FROM AUTHOR]