This article draws upon the authors' previous work on the opportunities and challenges learners face as they move into, through, and out of transitional learning spaces. The authors argue that equipping students to locate themselves with/in the tensions of learning is imperative, especially in postdigital learning environments. Teaching in ways that enable students to acknowledge their 'will to learn' and to understand that liminal learning can prompt distress and disjunction or the ability to think differently is discussed. This article begins by examining the relationship between the postdigital and the liminal, offers an Integrated Model of Transitional Learning Spaces, and presents different types of disjunctions. It then explores how learners navigate the liminal and concludes by arguing for a need to focus on postdigital learning and liminal learning in a changing higher education landscape.