While research clearly shows that graduate students struggle with balancing work and family, there is a paucity of research on male doctoral students balancing multiple roles. This study aimed to identify how male CES doctoral students describe their experiences balancing roles as students, employees, and parents. A generic qualitative research design utilized semi-structured interviews to collect data from 10 male CES doctoral students who were employed on a minimum of a part-time basis and at least one minor child who resided in the home at least 50% of the time. Analysis of the collected interview responses revealed five themes including (a) challenging and overwhelming; (b) sacrifice; (c) effective time management; (d) utilizing supportive resources; and (e) managing gender role expectations. Results showed that participants experienced feeling challenged and overwhelmed by having more to do in a day than they felt possible and sacrificing time with family, friends, and sleep. Effective time management skills were essential to balancing roles, including intentionality, prioritizing, and calendars. Supportive resources included their partner or spouse, extended family, supervisors, mentors, spirituality/faith, and peers. Male CES doctoral students in this study also managed complex gender role expectations, including marginalization and being an active father. Future research should explore differences between in-person and online learning and the age and number of children for male doctoral students balancing multiple roles. Additionally, more quantitative studies to examine the experience of balancing multiple roles would shed numerical light on the struggles and resource. [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.]