This essay explores the evolving role of generative AI within EdD programs, highlighting its transformative potential to support students throughout their dissertation journey. Through narrative inquiry, it shares the experiences of two doctoral students writing dissertations in practice about AI, while simultaneously negotiating the use of it in their research and writing. The essay centers around AI and the CPED framework, in particular, concepts of the problem of practice, inquiry as practice, and mentoring. By documenting these experiences, this essay offers valuable insights for students, faculty, and program directors navigating the integration of AI in doctoral education.