It has become increasingly clear that social activities play an important role for many UK undergraduate students in informing identity and place attachment through interactions with their term‐time location. While attention has been given to the ways in which students construct ‘exclusive geographies’ through self‐segregation from non‐students, thus far there has been very little discussion of how students' identities may be affected by their changing activity spaces and how this may blur the boundaries between student and non‐student spaces. Exploring these transformations over the duration of the degree is important as they highlight how identity performances may be influenced by students' transitions through university and their changing mobility patterns. This paper will address such matters by considering the following: (1) how first year activity spaces may constitute a student bubble for new undergraduates; (2) how, in subsequent years, these activity spaces adapt as students hone their social practices and explore environments less associated with student life; and (3) how ‘local’ student's activity spaces can become complex as they contemplate locating their multiple identities during term time.