This participatory action research project involves working with refugee-background students to identify and enact practices that promote their capacity to navigate and negotiate the secondary-tertiary education border. The project will foreground students' voices in relation to educational transition, and lead to the development of student-centred transition resources for refugee-background students and their educational institutions. In partnership with refugee-background students in Otago/Southland, the project examines: (1) how students imagine and experience the secondary-tertiary transition; (2) strategies they employ to navigate transition successfully; (3) institutional practices that foster their 'navigational capability'; and (4) how their experiences can inform teaching and support practices.