As the engineering education research (EER) field is yet to fully mature, there are few formally established pathways to EER. Consequently, most researchers transition to EER after completing technical engineering qualifications. Reconciling this training with the distinctly different expectations of educational research creates unique challenges for these researchers, who must also navigate colleagues' perceptions of EER as a 'soft' discipline with reduced reward and recognition prospects. To understand why and how individuals make the transition, this study used semi-structured interviews with emerging engineering education researchers to develop a conceptual model of the EER transition process through the lens of Bourdieu's Theory of Practice. Those engaging in EER are intrinsically interested in education and recognise research output is highly valued within universities. Transitioning requires researchers to develop capital in the form of networks, opportunities, and skills. This leads to researchers evolving their epistemological beliefs to align with educational research. Recommendations are made for supporting successful transitions to EER.