The purpose of this qualitative, naturalistic study was to explore the ways in which hidden curriculum might influence doctoral student success. Two questions guided the study: (a) How do doctoral students experience the hidden curriculum? (b) What forms of hidden curricula can be identified in a PhD program? Data were collected from twelve doctoral students within a single program at one university. Participants took part in three sets of semi-structured interviews and data were analyzed using a cross-case analysis. Findings suggest that doctoral students experience mixed messages related to the values and norms of the program when the intended, explicit curriculum is contradicted by a hidden curriculum. The hidden curriculum is communicated through and related to the structure and organization of the program, the social structures inherent in the program, and the identities students are encouraged to value. The hidden curriculum is interpreted through each student's unique self-lens. These findings suggest doctoral programs should examine their curriculum with a focus on contradictory cultural messages from the perspectives of past and present students. Only when administrators, faculty, and students examine the hidden curriculum together and reflect on their part in (re)producing that hidden curriculum can we remove the invisibility cloak from doctoral education and improve doctoral student satisfaction and success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]