Tenure-track faculty positions in higher education are on the decline. In context of the increasing number of non-permanent faculty positions in higher education, tenure-track positions are becoming increasingly lucrative and difficult to obtain. The position of a qualitative researcher with a recently acquired doctoral degree in education in the larger picture of tenure-track employment within higher education is an unexplored area in the literature about tenure, employment in higher education, early career faculty, doctoral preparation, and so on. In this dissertation, through narrative inquiry, I explored the journey from being doctoral students to now holding tenure-track faculty positions in higher education. The dissertation answered the following research questions: (1) How do tenure-track assistant professors who use qualitative research methods narrate their transitions from their doctoral program to their current position? (2) How do tenure-track assistant professors who use qualitative research methods describe their current work as new assistant professors? (3) How do early-career tenure-track researchers position/narrate their scholarly identity? I conducted interviews with six participants, all of whom were tenure-track assistant professors in an education-related discipline, had used qualitative research as doctoral students, and currently taught or conducted qualitative research as a part of their duties. Jean Clandinin's approach to narrative inquiry informed how I designed interview questions, conducted interviews, and analyzed data in the study. The participants narrated their transitions from being doctoral students through experiences of finding support related to the job search and application process followed by their experiences in faculty positions. The findings reinforce the importance of mentoring and socialization with a focus on academic jobs and make a case for programmatic support for doctoral students. I introduce the concepts of intentional and embodied preparation in the context of finding a tenure-track faculty position. The study is of value to doctoral students and advisors, qualitative researchers, and researchers studying employment, student, and faculty experiences in higher education. [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.]