Purpose: Building on research surrounding the occupational socialization of physical educators, scholars have begun asking questions about how physical educators are socialized within graduate programs both at the master's and doctoral levels. As a part of a larger longitudinal investigation, the purpose of this study was to understand how participation in a research-focused masters' program influenced the socialization of one in-service practitioner and one doctoral student over the 2-year period following degree completion. Method: Data sources included telephone focus group interviews, text message communication, and e-mail discussions. Data were analyzed inductively. Results: The data analysis resulted in the construction of the following themes: (1) developing independence; (2) enhanced theoretical knowledge; and (3) frustration and disenchantment with the profession. Discussion/Conclusion: The results of this study highlight the importance of leadership opportunities for doctoral candidates and beginning teachers, and the significance of relationship building for professional development.