Doctoral programs in music education typically require a multiyear residency with an expected career trajectory leading to higher education. However, with low-residency online programs (LROPs) increasingly available, graduates may choose to remain in P–12 education. In this collaborative autoethnography, we examined our stories as four P–12 teachers who earned doctorates through a LROP. We framed learning as a pathway into a community of practice wherein an individual navigates the professional landscape. There was a particular focus on how each teacher’s identity was shaped as we negotiated higher education and P–12 education worlds. We also considered the motivations behind pursuing a doctorate to provide insight about the needs of LROP graduates with a foot in both worlds.
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