Purpose: Within the USA, current trends in higher education show more women than men achieving graduate degrees. Among the potential reasons for this disparity is that fathers are reporting challenges in balancing their additional responsibilities while increasing their housework and childcare investment. Many fathers are turning to online graduate education to more effectively balance home and school responsibilities. However, limited portrayals of fathers' experiences in online education exist. Design/methodology/approach: In this duoethnography of two online doctoral student fathers, the authors add to the limited literature on both fathers and online students in navigating home, school and work responsibilities. The authors use Goode's role strain theory to examine the challenges to achieving a balance between each sphere of responsibility and explore strategies for managing these tensions. Findings: The authors discuss the need for ongoing flexibility and change, the process of navigating feelings of guilt and self-doubt and the ability to engage in daily role bargains. They argue that online education is generally not a panacea for easing role conflict and find that integration is an effective strategy to aid online students' persistence in their programs. Practical implications: The authors conclude with policy and practice recommendations for future online doctoral student fathers and doctoral program designers. Originality/value: Little research has been conducted from the online doctoral student father lens. This research fills in this gap and lends a voice to fathers who are navigating the doctoral journey.