Grounded in the conceptual framing of "educative value" of relationships by Ana Martínez Alemán (1997), this qualitative study examines the role of relationships in women scholars' intellectual trajectories. Based on in-depth interviews with 34 scholars across multiple identities, disciplines, institutions, ranks, and appointment types, I highlight four common themes of what participants derive from their significant relationships for their intellectual trajectories, including: opening pathways, constructing subject matter, developing skills, and validating their work. Implications for practice are provided.