This paper offers an empathetic perspective of the cultural dynamic of migrant students' first experiences of university, told through the student voice. It focuses on the transition of students into higher education (HE); not always considered as part of the formal curriculum, providing a deeper understanding of students' transition via the cultural context of their HE experience. While this research took place prior to the COVID pandemic, it is clear that the pandemic has led to an increased use of virtual learning platforms across the sector, and this is set to continue as institutions emerge from the pandemic, suggesting that transition will not necessarily take place within university buildings. If belonging was a challenge for some students prior to the pandemic, how will institutions support transition for the new pedagogy? The cultural experiences of first-, second- and third-generation migrant students have been scantily written about in this context. This paper contributes to current understanding by providing insights gleaned through the narrative accounts of students. Development of agency, belonging and community is framed through an approach that empowers and offers a co-learner frame, achieved through the students' voices, offering narratives of the cultural experience of university.