In this article, the author describes a study that provides a theoretical lens for examining the doctoral student experience that accounts for the multiple relationships that facilitate or stifle doctoral student development. One important outcome of students' relationships is the development of a professional identity as integrated scholar or fragmented professional. Bringing together mentoring, social networks, and professional identity theories, this study used case study methodology to explore how positive and negative support received from network partners influenced the professional identity development process for business doctoral students. This study captured information about the messages communicated and received between doctoral students and their networks of advisors, peers, friends, and family members to understand how doctoral students begin to see themselves as integrated scholars or fragmented professionals.