This study describes a collaborative initiative with doctoral students to create an academic climate more conducive to fostering interaction across disciplinary groups in a faculty of education in North America. The project attempted to ensure that these students had a voice in creating practices, structures, and policies in the faculty that would enhance their doctoral experience. The evidence suggests that students emerged as their own and others' developers, with a commitment and preparedness to provide leadership within the faculty. While situated in a particular faculty, we believe that the findings have important development implications in other settings since they offer an alternate perspective on development--a shift from expanding training to meet perceived needs to creating opportunities for individuals to construct their own learning opportunities. (Contains 1 note.)