In this article a former Educational Doctorate (EdD) student recounts how participation in the Carnegie Project on the Educational Doctorate (CPED) acted as a catalyst for change in her perspective regarding the EdD in general and her role as a scholarly practitioner. Changes in perception influenced by CPED were aligned with the Conceptual Change Theory Protocol (CCTP), which has been proven effective in reshaping perceptions in educational settings (Gill, Ashton, & Algina, 2004; Hovannesian, 2013; MacBeth, 2000; Phillips, 1991; Ruhf, 2003). This article aligns the student's EdD and CPED experience to the CCTP protocol through four steps: (1) Revealing current conceptions;(2) Discussion and evaluation of current conceptions; (3) Creation of conceptual conflict with those current conceptions; and (4) Encouragement and guidance of conceptual restructuring to therefore build new conceptions (Posner, Strike, Hewson, & Gertzog's, 1982). Student change in perceptions of the EdD resulted in a better understanding of the purpose of the EdD, CPED principles, and role of the scholarly practitioner.