There has been relatively little research on the pre-conceptions of doctoral students about the final examination, the viva voce and hence there is a shortage of evidence to underpin activities designed to prepare them for this experience. The present paper, which is based upon data from a wide range of focus groups of pre-viva students, seeks to illuminate students' pre-conceptions, to site them within a teaching framework, and to consider the implications for practice and policy in preparing students for the viva. The paper goes on to a broader discussion of students' preparation for the viva experience by relating the focus group data to previous studies and considering the various elements and aspects of the "event".