This study explored how Black women described their experience pursuing a PhD for professional and personal growth. It aimed to provide a valuable resource for Black women considering or currently undertaking doctoral education by offering insights into the experiences of their peers. Furthermore, the research sought to inform decision-making processes regarding pursuing a PhD, enable universities and stakeholders to deliver more targeted guidance and support in areas identified as lacking, and allow present researchers to develop new theories or avenues for future research. This comprehensive exploration filled a critical void in the existing literature, offering valuable insights into the intricate experiences of Black women involved in doctoral education. The present qualitative study used the case study research methodology to investigate how Black women describe their experiences pursuing a PhD for professional and personal growth. Nine Black female participants, aged between 30 and 53, contributed to the study. The sample for this study encompassed Black women from various regions across the United States, from the east to the west coast. The inclusion criteria included participants pursuing a PhD for professional and personal growth and were identified as cisgender. Data were collected via structured and semi-structured interviews. A thematic analysis was employed for data examination, utilizing categorical aggregation to identify recurring themes that contributed meaningful insights into the case. A within-case analysis was performed individually for each participant, to pinpoint emerging patterns and establish connections between the identified themes for that specific participant. Subsequently, a cross-case analysis was conducted across all participants' data to ascertain the overarching themes that emerged from the patterns identified in the study. Five key themes emerged from the data analysis: (a) challenges and resilience in professional and educational pursuits; (b) continuous learning and self-discovery; (c) motivation and empowerment in personal and professional growth; (d) support system; and (e) balance of multiple roles. The suggested future research included the following: A proposed approach to gaining a deeper understanding is to use a longitudinal study; exploring institutional policies and practices is crucial to understanding how academic rules shape the experiences of Black women; conducting comparative studies across different institutions is recommended. The comparative study approach can allow us to compare the effectiveness of support structures, mentorship programs, and policies in diverse academic settings. [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.]