Purpose: The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers and universities. This study aims to investigate the lived experiences and reflections of the apprentices at the centre, to inform effective collaboration. Design/methodology/approach: A qualitative, longitudinal study, spanning four years, in which 13 apprentices studying apprenticeship degrees at a Scottish University were interviewed in their first and final years about their experiences of the apprenticeship (26 interviews). Data was analysed via a framework matrix, which focussed on the collaborations between the apprentice, employer and university, also surfacing changes between the apprentices' first and final year. Findings: The tripartite collaboration is not only logistical but also, like learning, social. Apprentices require interest and support from their employers and colleagues to promote meaningful integration between their work and studies. Further, collaboration between apprentices extends from peer support into meaningful friendships and feeds into their work, as well as their studies. The university plays a key role in facilitating these essential connections. Practical implications: Apprenticeships can be highly effective in upskilling the workforce and sharing knowledge and skills between academia and the workplace in both directions, while specifically enabling workers to gain degree qualifications relevant to their roles. Recommendations for future work practices, including collaborations, are made. Originality/value: While the tripartite collaboration has been discussed theoretically in the literature, to the best of the authors' knowledge, this is the first longitudinal investigation based on the lived experience of cohorts of apprentices, from the start of their degree to the final six months.