This study examined the socialization and preparation of future education faculty by exploring narratives of 17 doctoral student-instructors at a large, public, research-oriented university. Data were collected in semi-structured interviews followed by member checks to verify and clarify understandings and interpretations. Participants' experiences were analyzed in a three dimensional inquiry space to identify both common and divergent narrative themes. Findings underscore the importance of faculty mentorship and highlight participants' changing expectations and career goals. Implications emphasize individual and collaborative opportunities for improvement by multiple stakeholders in the doctoral education enterprise, including recommendations for both short and long term curricular practices. (Contains 1 figure.)