Purpose: The construction industry commonly experiences scheduling problems that lead to costly delays, rework, and other negative outcomes. While construction scheduling is a core subject in higher education, recent graduates often struggle to grasp the complexities of scheduling processes. This paper aims to identify specific construction processes that are most challenging for recent graduates and to explore the underlying factors contributing to these scheduling difficulties. Design/methodology/approach: A qualitative research design was employed using semi-structured interviews with nineteen industry professionals, including general and specialty contractors. The interviews focused on identifying which construction processes recent graduates struggle with and the reasons behind these challenges. Findings: The analysis revealed that tasks involving multiple trades are particularly difficult for new hires. Several factors were identified which included the difficulties in identifying mistakes, understanding the sequence of multi-trade processes, the unique and one-of-a-kind nature of many jobsite tasks and the need to reference numerous plan sheets to fully grasp a built element. Practical implications: The findings highlight the critical need for exposure to complex, multi-trade tasks and emphasize the importance of learning through failure. To address this gap, the study recommends strengthening construction education through experiential learning methods such as simulations and hands-on activities that replicate real-world conditions and allow students to actively engage with the complexities of scheduling. Originality/value: This study contributes to the research on construction scheduling education by identifying specific process-related challenges for new graduates and providing evidence-based recommendations to improve instructional practices. It offers valuable insights for educators and industry partners seeking to better prepare students for the demands of construction management.