In 2008, the Carnegie Initiative on the Doctorate (CID) presented research on how to help doctoral students thrive and successfully transition into higher education roles. The CID reported that doctoral students often left programs that were using an expert-apprentice model, where students are expected to strictly follow the methods and style of their doctoral chair. Alternatively, students were more successful in programs where a mutual intellectual community was shared among students and faculty. In this article, the authors provide a case study of how mutual intellectual community was established in an online Social Work doctoral program at Baylor University. Using auto-ethnography, the authors draw from their own positionalities in the program as students, faculty, and program director, providing practical examples and critical reflection around successes and barriers in building intellectual community in their online Social Work doctoral program. The main characteristics of intellectual communities include shared purpose, respect for diverse skill sets, flexibility and forgiveness, and generosity of time and ideas. When students and faculty are separated by physical distance in online doctoral programs, these characteristics must be established through intentional programming, mutual commitment to establishing a meaningful community, advocacy (by leadership, faculty, and students), and creative opportunities for engagement. This article provides insights into building an intellectual community and stewarding professional development for online doctoral students. Our narrative and analysis can be instructive to programs seeking to develop online Ph.D. students into early career educators and researchers who can meet the evolving demands of higher education.