This article examines the experiences of academic socialization for Latina doctoral students. Thirteen 1- to 2-hour semistructured interviews were conducted with Latina doctoral students attending U.S. research institutions who had been in their programs for 3 or more years. Through production theory, a phenomenological analytic approach of Latina doctoral experiences was conducted. Findings include support systems, challenges, resistance methods, and issues with claiming their academic voice. The article concludes with policy implications and a discussion. (Contains 2 tables and 2 notes.)