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The transition from high school to college involves a number of social, cultural, and psychological forces. Research rarely considers how institutional culture is transmitted to students during their first year of college. This qualitative research study fills this gap in the literature by reporting the findings of 62 one-on-one interviews that considered how students made sense of their transition to higher education. Using institutional culture as a framework, data was analyzed using interpretative thematic analysis. Analysis revealed several key themes which depict the techniques students employed during their first year that enabled their re-creation and performance of the peer norms of the university’s culture. Through immersion, trial and error, and mimicking peer behavior, participants navigated what they called the bubble of trial adulthood. This paper ends with discussion and implications for practice drawn from the study’s themes.

Learning Culture: First-Year Student Transition, Institutional Culture, and the Bubble of Trial Adulthood