In this paper we describe findings from a research project in the South West of England that enquired into the impact of the changing requirements of programmes leading to teaching qualifications in the FE sector. We utilise the metaphor of "learning journey" as a heuristic to discuss the professional formation of student teachers in training. In so doing, we challenge oversimplified models and assumptions of progress and learning as a linear progression by demonstrating the complexity of student transitions during professional formation. (Contains 1 table and 3 notes.)