This article focuses on identity flux and related negotiations that occur for doctoral students who start PhD programmes whilst already in post as full-time academics. Theoretically, we develop the concept of the "learned" and the "learning" academic as end points within a continuum used to explore academic identity negotiations. Autoethnography is here employed as a tool for reflexive engagement to illustrate how the identity sensemaking process for those who find themselves suspended in the student-lecturer 'limbo' is fostered by the recognition and engagement with critical incidents. Our findings contribute to studies on academic identities and to research on teaching and learning at the doctoral level by shedding light on the experience of learning and identity negotiation for a particular set of students.