This research investigates the initial degree programme of a new Higher Education Provider (HEP) through a practitioner-based case study focusing on the experiences of senior leaders enrolled as mature degree apprentices. The qualitative study utilised an interpretivist and constructivist approach involving in-depth interviews and a focus group. Key observations include positive and negative experiences, centred around adult learning and work-based learning attributes, and resonate significantly with the concept of mode-2 knowledge. Initial challenges surfaced around establishing effective student representation and a functioning Staff and Student Liaison Committee (SSLC), pinpointing the new provider's struggles in fostering a culture that encourages student voice and empowerment. Despite inadequate formal channels, students sought alternative methods to voice their concerns. The study not only highlights the issues of the feedback loop and student representation but also significantly contributes to the growing body of knowledge surrounding English degree apprenticeships and the unique perspective of HEP staff-as-student.