This paper presents findings from a multi-year qualitative study based upon life-history narratives of women pursuing doctoral degrees in Educational Leadership. This paper focuses on findings specific to educational cohort models, and suggests that perhaps, at least for women, naturally emergent cohorts--born of relationships of choice--may be more consistent with women's lived experience, and therefore more relevant, empowering, and sustaining of their educational journey. These findings contribute to increased understanding of women's experiences individually and collectively in pursuit of graduate education and thereby inform educational leadership programming regarding the value, role, design, and implementation of educational cohort models. (Contains 1 table.)