In this qualitative research-in-progress case study, boundary spanning theories are being used as a conceptual lens to investigate the tensions that arise in the education of ICT graduates as they transition into professionals within the Australian Public Service. Even though these graduates are selected for the ICT Graduate Program from a large pool of applicants and have expert supervision and vigilant mentoring, they seem to face major adjustments to both their personal and working lives as they tackle an educationally challenging postgraduate university course. The researchers are using theories of boundary spanning to frame phenomena associated with the graduates’ experience of the different and potentially competing demands and tensions of workplace and university at the start of their careers. Research findings are expected to provide some critique of boundary spanning theory as well as informing practical improvements to the design and implementation of graduate development programs.