Transitions refer to periods when people experience a change in their everyday routine (Zittoun et al., 2003). In the course of education, such transitions occur as people move into different stages of their learning (Hviid & Zittoun, 2008). Previous investigations of transition in higher education have highlighted aspects such as perceived academic competence, motivation and social and personal identity as important in the process (Fazey & Fazey, 2001; Maunder et al, 2010). Understanding students’ higher education transition experiences can 1) provide insight into how learners experience their educational journey and 2) benefit institutions in their induction and support processes. The aim of this investigation therefore was to explore how do undergraduate psychology students talk about their experiences of transition in higher education.