The COVID-19 pandemic brought unprecedented challenges to our society on a global scale. While the is literature that alludes to the impact the COVID-19 pandemic had on Ed.D. students, women, and people of color, research focusing on Chicana or Mexican-American female scholar-practitioners is limited. Therefore, the purpose of this qualitative study is to explore, highlight, and add to the literature on the experiences of Chicana or Mexican-American female scholar-practitioners who were involved in any of the dissertation stages, such as capstone, dissertation research, or dissertation writing during the COVID-19 pandemic. This qualitative research employed a testimonio methodology guided by the Chicana feminist epistemology. The Chicana feminist epistemology allowed to highlight testimonialistas intersectionality of being a woman, a person of color, and a doctoral student during the pandemic. The findings of this study were organized into three themes that emerged from the data analysis: (1) navigating responsibilities, (2) support systems, and (3) sense of purpose. The first concept discusses how doctoral students negotiated multiple identities and roles during the COVID-19 pandemic. The second concept, support systems, alludes to the factors that helped testimonialistas complete their doctoral program. The last concept, sense of purpose, refers to the drive that guided participants' academic success. [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.]