This paper presents a consideration of the experiences and perspectives of four female academics who are the first graduates of a new Professional Doctorate programme at a university in the South West of England. The authors position themselves simultaneously as researchers and research participants, engaging in collaborative autoethnography to reflect critically on their experiences. Key issues are identified, including the need to navigate some significant shifts in identity throughout the doctorate, and how the course structure and peer relationships supported each of the authors to reach their end goal--the successful completion of their studies. The paper concludes with a discussion of the potential implications of the authors' experiences for leaders of professional doctorates. These include student/lecturer contracts and actively facilitating opportunities for students to establish relationships for peer support.