The purpose of this study is to describe and explain master students' academic and social experiences during the transition to teacher education master programs. This study is based on the theory of transition that supports the understanding of students' transition to graduate studies as they connect to the academic supports needed to cope with the demands of advanced training in physical education. The participants were eight teacher education master students from two institutions who participated in a descriptive-qualitative design. The data sources were a demographic questionnaire, face-to-face interviews, and the program of graduate study. Results in themes related to (a) "competing agendas," (b) "hesitant to ask for help from professors," and (c) "ime management shock." To better support teacher education graduate students, we encourage academic departments, administrators, faculty, and all students to learn how to view themselves as playing various roles, such as academic advisors and graduate students.