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This dialogue approaches the experiences and reflections of early career researchers (ECRs), that is, those academics who have completed their PhDs either recently or within the last 5–7 years. The dialogue brings to the forefront recollections of how the COVID pandemic changed research and teaching practices in higher education, emphasising, in particular, the challenges affecting ECRs, who often are on precarious contracts, are still developing their own pedagogical approaches, and have not yet built a network of support. These circumstances make the experiences of ECRs different from those of more experienced academics and university teachers. The dialogues aim to bring to the discussion how these experiences have shaped the way that ECRs engage with research and teaching. The dialogue brings interesting reflections on the way that the aftermath of the pandemic has brought more inclusive practices for participation, promoted collaborations, and inspired novel teaching approaches. However, it also notes how ECRs have been left in many cases to their own initiatives and without adequate mentorship or support, often overloaded by added challenges and feelings of isolation. Finally, the dialogue suggests improvements to current higher education practices and policies, which can significantly and positively impact the development of ECRs.