Does one need really need boundaries between doctoral supervisor and supervisee when talking about mature learners? Drawing on reflection from her extensive experience, the author believes it is critical to maintain this divide. There is an increase in doctoral students, proliferation of doctoral programmes globally and practices which vary from context to context. A shared concern, however, is the engagement between the supervisor and the supervisee which can often be mutually unsatisfactory. Why is this relationship often so problematic for both parties? What kind of relationship is most appropriate and beneficial? To what extent does this academic engagement need rethinking? These questions are explored with reference to roles, expectations and boundaries and the underlying principles of good practice.