This chapter explores relational boundary crossing in doctoral education as a way to improve student learning and faculty satisfaction. A brief introduction sets the stage by articulating a recognized set of challenges for student learning in the current context of U.S. doctoral education. The chapter then introduces elements of an innovative twenty-first century doctoral study with a focus on a successful interdisciplinary doctoral program in which both authors have worked for over a decade. In particular, the authors explore key aspects of program design, including the nature of relational learning in cohort communities of practitioner-scholars as well as the nature of relational practice among faculty members with a specific focus on the culminating dissertation committees. Evidence demonstrates that a primary focus on student learning that incorporates intentional relational practice has increased student persistence and graduation and enriched faculty work lives.