The transition from student to practitioner is a critical developmental period in applied psychology training, yet little is known about how postgraduate students experience this process from their own perspective. The present research explored how graduates of a Master of Organisational Psychology program reflected on their supervised practice experiences and how these shaped their confidence, competence and professional identity. Semi-structured interviews were conducted with recent graduates, and thematic analysis revealed three overarching themes—motivation, identity, and activity. These were mapped at three time points in the supervised practice experience: commencement, progression, and completion. Findings revealed a shift over time from an individualised sense of self to a more collective, social identity; from extrinsic to intrinsic motivations and a deepening identification with the psychology profession. Supervision and placement activities played a central role in this developmental transition. Results are interpreted through the lens of self-categorisation theory, self-determination theory, social identity theory, professional socialisation, self-determination theory and self-authorship. The developmental continuum from trainee to practitioner is highlighted with relevance for supervisor training, professional sustainability, and identity-informed curriculum design. In particular, the results point to the need for postgraduate training programs to not only build skills and competence but also to intentionally support identity development and future readiness for supervisory roles.