This qualitative study focuses on the experiences of Women of Color in doctoral programs to highlight the challenges they face, the silences they encounter, and the navigational tools they utilize to persist through their programs. Women of Color continue to be marginalized in academia and face many challenges when earning graduate degrees (Gutierrez y Muhs et al., 2012; Keating, 2006; McKee & Delgado, 2020; Montoya, 2000). This research specifically examines the experiences of marginalization and the silence that they encounter in doctoral programs. Using Critical Race Theory (Solorzano, 1998), Black Feminist Thought (Collins, 2000), and Chicana feminist theories (Anzaldua, 2002; Delgado Bernal, 1998), I focused on nine Women of Color doctoral students from the fields of Sociology, Psychology, Education, Gender Studies, STEM, and History. To center the voices of Women of Color in my dissertation, I utilized the methodology of platicas and video testimonios. I gathered 75 survey/intake forms, 9 individual platicas, 6 video testimonials, and 1 group platica. The analysis gave insight into how their gender, race/ethnicity, and other intersecting identities impact their educational journeys toward completing a doctoral degree. The findings bring attention to the isolation, imposter syndrome, and violence they experienced. An aim of this research was to also uncover the silences Women of Color encounter in academic settings. Theorizing with my collaborators, I created the Spectrum of Silence, which begins with Being Silenced, then shifts to the In-Between Silences, and ends with Choosing Silence. The Spectrum of Silence names the different types of silence that are experienced by Women of Color in doctoral programs. It extends our understanding of how silence is not static but shifts and flows depending on the context. Through a spectrum, not only can we recognize the detrimental ways Women of Color experience silence but also the way they exercise their agency as they navigate oppressive structures. Implications for this research point to (a) the power of utilizing race-gendered informed methodologies such as testimonios and platicas for research on Women of Color, (b) the pedagogical implications of the Pedagogy of Silence, and (c) the need for more Faculty of Color to support the type of critical research Women of Color aspire to conduct. [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.]