This phenomenological study focuses on how mother-learner-workers perceive and describe their experience. By conducting a three-interview series, the author investigates the experiences of six working mothers who were also enrolled in a doctorate program. This research expands the knowledge of mother-learner-workers by considering the interplay of all three factors (mother, student, employee). Embracing Clark Moustakas' phenomenology framework and feminist standpoint theory, the author utilized a phenomenological qualitative methodology to uncover how mother-learner-workers perceive and describe their experiences. The author grounded the research in feminist methodology, utilizing feminist standpoint theory to emphasize the mother-learner-workers as "knowers". A comprehensive literature review occurred to define female identity while exploring women as mothers, students, and employees. By listening to the participant's stories, the author explained how mother-learner-workers made sense of their experiences and negotiated the multiple roles of mother-learner-workers. This research will provide strategies for women, employers, doctoral program leadership, stakeholders, and families to best support and foster success for mother-learner-workers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]