This study explores how students and staff perceive the transition of science and engineering students from their preliminary year and beyond at a Sino-foreign university. This is achieved through an in-depth thematic analysis of two focus groups: undergraduate students and the Faculty of Science and Engineering staff. Seven interrelated themes emerged from the analysis, illuminating the multifaceted nature of the transition. The findings indicated that while staff expressed concern about students’ lack of initiative and independent learning skills, students emphasized their ongoing need for structure, guidance, and community, particularly in large, impersonal lecture settings. The findings underscore the importance of further social integration as an academic driver. Meaningful interactions in class and a shared sense of belonging were cited as crucial to student engagement and perseverance. The study challenges the assumption that every student will naturally and quickly adjust to new academic norms and instead advocates for intentional, research-based support systems that align institutional expectations with student realities. By examining the lived experiences of students and staff, this study provides actionable insights for enhancing student success in science and engineering programs, as well as for designing educational transitions that are both academically rigorous and human-centered.