In recent decades, doctoral education in Sweden has become more formalized, shifting supervision responsibilities to higher education institutions (HEIs) and introducing challenges for early-career academics, including competition, precarious employment, and demands for grants and publications. This study explores the experiences of 24 associate senior lecturers and postdoctoral fellows transitioning from doctoral studies to independent research careers at five Swedish HEIs. Using reflexive thematic analysis of semi-structured interviews, three themes emerged: research, teaching, and career support. Research support is often inadequate, with limited guidance, funding difficulties, and heavy teaching loads. Teaching support is lacking, leaving participants unprepared for teaching responsibilities. Career support is a critical gap, with many experiencing uncertainty and isolation post-PhD due to insufficient mentorship and structure. The findings highlight the need for tailored support, including mentorship, training, and institutional resources, to bridge gaps during this vulnerable phase. HEIs should enhance professional development through formal mentorship, targeted training, and structured systems to support early-career academics’ career progression.