The researcher examined how end-of-first-year students in a professional practice doctoral program were developing professional identities as educational leaders and educational researchers, researching professionals. Data were gathered using two questionnaires and interviews. Quantitative and qualitative data revealed substantial development of identities as leaders and researching professionals. Course and program requirements afforded students with opportunities to advance these skills by 'trying out' and 'practicing' leadership and researcher skills in their workplaces. Such efforts were consistent with possible selves theory in which individuals try on identities, which they practice on a trial basis and refine over time. Regression analyses showed possible selves 'connections to current views of self' and 'congruency with overall identity' were predictive of leadership and researcher identity roles, respectively. Implications for practice including program and course design and student efforts; and implications for research on exploring students' identity changes as educational leaders and researching professionals were discussed.