Purpose: An increasing body of literature examines the socialization experiences of graduate students on a myriad of topics across academic disciplines. However, relatively absent from these discussions are the perspectives of kinesiology doctoral students. Using Weidman, Twale, and Stein's framework for graduate and professional student socialization, this research examined the doctoral education and socialization perspectives of 12 kinesiology students at 3 research institutions. Method: A phenomenological case-study approach incorporating interviews, both individual and focus group, and journals served to obtain participants' perspectives. Traditional data analysis, coding, thematic category development, and interpretation techniques were used. Results: Participants provided critical experiences, enlightening perspectives, and specific recommendations regarding their socialization into the kinesiology academic field and profession. Four major thematic categories were derived from the data: (a) "transition," when participants highlighted professional, academic, or personal shifts in perspectives occurring during studies; (b) "negotiation," when participants pointed out experiences when significant consideration was given to the consequences, risk, and rewards of formal and informal interactions with peers, faculty, and administrators; (c) "balance," during which participants described their struggles and successes with meeting academic, professional, and personal obligations; and (d) "support," when participants identified emotional, financial, and professional resources that impacted their socialization. Conclusions: The authenticity and sameness of the participants' experiences call for further scrutiny and discussion of kinesiology doctoral student socialization policies and practices. Suggestions for future research and administrative initiatives are discussed.