A significant number of employees attend graduate school, and the impact of the student role may be substantial and valuable to the work-life literature. In this study the authors examine whether psychological involvement in graduate school increases school-work facilitation. Further, they suggest that employers and graduate schools can provide social support resources that will strengthen the relationship between psychological involvement and school-work facilitation, thereby creating a win-win situation for both student and employer. The study results suggest that the interaction between psychological school involvement and social support in the school and work domains produce stronger levels of school-work facilitation. Specifically, co-worker support, classmate support and supervisor support strengthened the relationship between involvement and facilitation.