Postgraduate transitions rarely feature in literature and are scarcely acknowledged in practice, owing to assumptions about competence. This diverse group are often multimembers studying in alternative modes to cope with wide-ranging demands. Despite their contributions to society and the economy, issues concerning fitness for purpose within postgraduate resources, support and provision remain, influencing transition. Expertise brought to the academy is overlooked, and student expectations of study and relationships with staff are often misaligned. This research explores the return to postgraduate study from the workplace during the COVID-19 pandemic, drawing on transition theory. A reflexive thematic analysis of focus group data revealed how workplace skills and behaviours helped manage transition; the significance of personalised relationships with colleagues, peers and staff; and how technology mitigated pandemic-related obstacles.