The purpose of this study was to explore the experiences of Black doctoral students in music education in terms of their motivations to pursue doctoral studies, educational and social experiences while enrolled, and emerging information literacy. Qualitative techniques based on phenomenology were employed to document and better understand the experience of a small, purposive sample of Black doctoral students (n = 14) enrolled at universities throughout the United States. A variety of techniques ensured trustworthiness, including data triangulation, member checking, and use of an external interviewer. After data analysis, four core essences emerged: (1) "Familial support and formative experiences during childhood;" (2) "Overload of information and frustration in conducting research;" (3) "Prejudice and lack of Black representation in the academy;" and (4) "Change-oriented motivations beset by barriers to access." Findings revealed commonalities in participants' lived experiences that could inform efforts to recruit and retain Black doctoral students, develop curricula that takes into account their experiences and goals, stem systemic racism, and promote equity and inclusion in the academy.