This phenomenological case study investigated the experiences of doctoral student parents at a research university. Purposeful sampling was used to select six participants for maximum diversity of experience. The participants shared if and how their experience in their academic departments differed from their non-parent peers. The research questions used in this study focused on interactions with faculty to determine if belonging was a crucial element to the overall experience of the doctoral student parents. This study used theories of role conflict, role strain, and the reimagined theory of student departure to determine how the roles of parent and student impacted the ways in which belonging was achieved, or not achieved by the participants. Current literature places a strong emphasis on high rates of attrition, and it was discovered that although parenting while pursuing a doctoral education is challenging, especially during a global pandemic, it is not impossible. It was determined that belonging did not have the influential role in academic success for the doctoral student parents as literature states for undergraduate and masters-level student populations. The three major themes that came from the findings are time management, managing relationships with faculty and peers, and resources and support systems. To support the blending of doctoral student parent's personal and academic lives, academic departments and the Graduate College could look to increasing resources that address financial support, increased remote learning options, and reimagining space on campus. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]