Understanding the impact of the novel coronavirus 2019 on students and graduate nurses is an imperative. While there are several studies completed from 2020 to 2022 that outline the logistics of schools and educators pivot from face-to-face learning to online learning, little is understood regarding the student or nursing graduate's outcomes because of that pivot. The purpose of this descriptive phenomenological study was to explore the lived experiences of 10 baccalaureate graduate nurses who transitioned to practice during the outset of the COVID-19 pandemic. As of 2022, there have been numerous alterations to didactic and clinical experiences of students with little research data regarding the short-term and long-term outcomes. Duchscher's transition shock theory framework was used as a guide for the study. Data were collected through interviews with predetermined questions and prompts while captured with Zoom technology. Six themes emerged during the data analysis: (a) altered collegiate experience; (b) altered organization processes; (c) isolation/stigmatized due to being a nurse; (d) patients dying despite best nursing effort; (e) experience of early-onset compassion fatigue; and (f) the graduate nurse's "aha" moment. The findings of this study provide insight to healthcare institutions with regards to assisting graduate nurses when they transition into the healthcare field during a pandemic. In addition, the results of this research study will guide curriculum development at universities so that educators better prepare the nursing student on the expectations when they transition to practice during a pandemic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]