Educational transitions are widely recognised as being key points that can influence a student's later success. Transitions are not limited to the beginning of a period of study; they can occur at any stage. The adjustments that come with transitioning can be unsettling and isolating. These feelings can be compounded by the nature of the studies and the distance from the place of study. This paper reflects on the importance of recognising that the transition from being a student within a cohort to being an independent thesis student can be quite isolating for many students, especially those who are studying at a distance. In an attempt to provide extra support and to minimise the effect of isolation, team supervision was trialled for two groups of distance supervised Doctor of Business Administration students based in China. The model incorporated peer groups and research communities for students with similar research topics. Overall, the pilot was successful in supporting the students' transition, but identified the need for flexibility to manage students who progress at different rates.