In this [CD1] chapter, it is argued that at the heart of ecological learning are the concepts of liminality, transition, fluency and transformation, the central concept of which is liminality. Liminality in learning is the state of being ‘in between’; being in between confusion and understanding and such liminal learning, it is suggested here, results in a shift into a liminal tunnel and a passing through liminal zones, the subsequent ecologies of transformation, and transitions into different forms of learning fluency. This chapter draws on a range of studies and literature across higher education, including work on digital fluency, learner identity, and disjunction.