This chapter explores students’ experience of transfer as a worked example of our assertion that a deliberate focus on transfer of learning beyond the university could be part of the new normal for higher education and could contribute to student success. Specifically, the article examines how students experience writing transfer beyond the university using a portion of the data which we gathered as part of a Froebel Department of Primary and Early Childhood Education Maynooth University case study on this topic, which was in turn part of a large international multi-institutional study on writing beyond the university (Elon University, Writing Beyond the University Research Seminar); the case study in full is reported in Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing. The purpose of our research was to explore how student writers make connections and navigate transitions between academic setting writing (writing done in the University) and writing beyond the university in professional settings. In order to answer this question, we worked with a group of 4th year undergraduate students (n 60) who completed a questionnaire pre- and post-professional placement. We mapped students’ experience of writing transfer beyond the university using an activity theory framework for understanding transfer and our findings. We suggest implications of the findings, which we believe could have applicability beyond writing to curriculum design, assessment, workplace readiness, employability and student success.