Commencing study for a PhD or other higher degree by research (HDR) constitutes a significant educational transition. To date, little research has been undertaken on the orientation or induction experiences of commencing HDR candidates and there is little guidance for HE providers of induction. This paper reflects upon understandings of student transition within the HE literature highlighting the role played by the sociocultural context surrounding research in shaping commencing candidates' expectations. The paper argues that candidate expectations at the point of transition into the research degree reflect prevailing sociocultural norms about what it means to be a doctoral student. We also share a pedagogical strategy that can be used at induction events to reveal and to engage candidates in an exploration of the underlying experiential templates they bring to their upcoming degree experience.