For students who view themselves as different from the majority and those in positions of influence, doctoral education may present challenges beyond the typical pressures and stresses of the graduate student experience. In this article, we report findings from a qualitative study of otherness as described by 31 full-time doctoral students in two academic departments within one university. We explore identity-based otherness and its related outcomes for students and the academy. Findings from our analysis of interview data indicate that doctoral students experience otherness across a diverse range of characteristics related to professional, relational, and personal components of their identities. Findings also indicate that experiences of otherness may prevent students from viewing themselves as accepted and supported members of departmental, disciplinary, and professional communities. We conclude with implications for research and practice.