This article explores the relationships among student-centered doctoral study for scholar-practitioners, adult development, and transformative learning. In this research study, the authors describe a project that explores an expanded conceptualization of doctoral education that is grounded in an integrative perspective on adult development and on four major strands of transformative learning theory. They start from the premise that a new covenant is needed between society and doctoral education. They need to balance the hyperspecialization typical of graduate curricula with broader societal needs as well as the personal and professional development paths of graduate students. Their vision is one that moves education beyond the life of the mind to incorporate the emotions of the learner and the needs of society. It draws on research on adult development and learning, perspectives on adult education, and dialogue regarding higher education and its relationship to a broader societal context. (Contains 2 tables and 2 notes.)