The in-between space ignites learning as individuals journey from dependence on the institution to independence from the institution. This space has hitherto been holistically undefined in the context of higher arts education. The study aims to explore such experiences within the lifeworld of student scholars in the fields of arts and design. Through interpretative phenomenological analysis, this study unravels emotional and mental states of being in-between at a higher education arts institution in Singapore. The findings highlight freedom, courage, disillusionment, discomfort, imposter syndrome, and feeling burn-out. Multiple engagements in the space in-between show a purposeful letting go of uncertainties for the sake of embracing ambiguities. This state fosters playful learning, exploration, creativity and innovation. Caught between one state and another, individuals experience different states of being at each stage of learning, which can be disempowering. Yet, individuals embrace the in-between space as a natural part of the journey in transformative learning. The results evince that being in-between was accepted as a necessary part of learning towards professionalism in the arts. The paper concludes with practical implications on how expanding a locus of learning experiences beyond the university can inform curriculum futures in higher education.