Accurate evaluation of mathematics support centres is a complex task, given that such centres should ideally be integrated into the overall learning experience of the student, complementing structures such as lectures and tutorials. As such, a multi-faceted approach should be undertaken in order to best measure the effectiveness of such support, combining quantitative data such as attendance records and analysis of exam results with qualitative data such as anonymous student feedback. Over the five years of its operation to date, the Maths Learning Centre in Dublin City University has maintained detailed records regarding the use of its drop-in support service. These records serve the dual purpose of allowing more efficient planning of resources by providing an overview of student attendance patterns and common problem areas, while also enabling an analysis of subsequent student performance to be conducted. However, such data provides little information as to the quality of the student experience within the Centre. Therefore, at the end of each academic year, an anonymous questionnaire is given to firstyear service mathematics students to ascertain their opinions and experiences of the Centre. Over the past couple of years, more than four hundred students per year have completed this survey, over half of whom had used the Centre. Here, following a brief overview of our quantitative data, we focus on the survey results and discuss what can be learnt from these. We also consider the responses in the context of records kept and anecdotal evidence to determine the usefulness and reliability of such feedback.