Introduction Upon graduation, newly qualified doctors are expected to manage complex and unwell patients, adapting their prior learning to navigate an often-nuanced healthcare workplace environment. Surgical rotations can bring a unique set of learning curves and challenges to this demanding transitional period. The aim of this study was to identify the training needs of medical students and early-career doctors in surgical skills, incorporating viewpoints from all stakeholder groups to provide insight into the current provision of surgical education, and ways to improve work preparedness. Methods Final-year medical students, interns and clinical educators from five clinical schools affiliated with the University of Melbourne were recruited for semi-structured interviews. Following transcription, multi-phased thematic analysis was performed to identify key themes. Results 37 participants were interviewed (18 students, 8 interns and 11 educators). Outside of commonly procedural skills (suturing, vascular access, insertion of indwelling urine catheter), students and interns prioritise navigating the logistical nuances of a surgical rotation, compared to clinical educators who value communication and competent clinical assessment skills. Increased hands-on learning and structured teaching were thought to be key to increasing confidence and work preparedness. Conclusion This qualitative study interviewed key stakeholders to identify important skills in order to help interns to thrive in a surgical rotation. More supervised hands-on practical teaching may improve confidence. Future studies involving graduates from other medical schools may provide a better understanding of surgical education in the wider Australian context.