A case study using appreciate inquiry identified and described the experiences of five educational administration doctoral students representing three universities regarding their doctoral program studies and dissertation process. Data were collected using reflective narratives and the Left Hand Right Hand Column Case Method. Data revealed (a) the student's perception of the level of caring in the doctoral program by program faculty influenced their perception of program quality; and (b) the caring relationship between the faculty and student extended to the student's work context. We concluded that doctoral students benefit from a culture of caring and link caring to high quality programs.