There is increased attention on the first year experience at universities generally as a result of the Australian federal government's focus on increased accountability for universities and widening participation in further education (DEST, 2003; Jardine & Krause, 2005; Kift, 2005; Krause, Hartley, James & McInnes, 2005). However, these studies do not address preservice education programs specifically nor do they take into account the experiences of students who embark on teacher preparation courses in virtual environments. There have been few, if any, studies that focus on the experiences of traditionally marginalized groups. This paper builds on research conducted in 2007 (Taylor, 2008; Taylor& Worsley, 2008) and investigates transitions into the Early Childhood Education degree introduced in 2007. It draws on 3 years of university, School and subject data and reveals specific transition issues for online students. Findings suggest more imaginative ways in which both universities and public policy makers can support successful participation of traditionally marginalized groups in online preservice teacher education programs.