The doctoral process presents several challenges and rewards to those pursuing an advanced degree. For women of color attending predominantly white institutions, addressing social and academic challenges can feel unsurmountable. Grounded in Black feminist thought and Chicana feminist epistemology, this narrative explores how two women of color operationalized sisterhood pedagogy and illuminated the importance of peer mentorship in the academy. This article uncovers how their reliance on sister-based relationships propelled them through their programs, while also highlighting the ways the lived experiences of underrepresented populations can inform research design.