Little research addresses graduate transition issues faced by transnational education (TNE) stakeholders. This paper's conceptual framework situates alumni as central stakeholders and potential partners in developing crucial insights into TNE graduate transitions. We interviewed alumni of an Australian university campus in Vietnam (AUV) about their TNE education experience and how students might be successfully supported to transition to local careers. Alumni were satisfied with the AUV's role in developing skills, English ability, and confidence. They noted the value of work integrated learning (WIL) internships. However, they highlighted aspects of their experience where the university could provide greater employability support and cultural relevance. Moreover, they expressed a desire for greater ongoing connection with the university as their careers progressed. The findings ground the paper's proposals for institutional transnational campus graduate transition support at three stages of the transnational student experience: enrolled student, transitioning student and graduate alumnus.