This article explores the complexities of conducting and mentoring autoethnographic dissertations through the dual narratives of a doctoral student and faculty mentor. Autoethnography, an increasingly visible yet often misunderstood methodology, requires both emotional vulnerability and academic rigor. Grounded in lived experience, the authors reflect on the methodological, relational, and institutional challenges encountered when navigating autoethnography within doctoral education. Through their narratives, they identify six key navigational insights: contextual awareness, engagement with foundational literature, clarity of purpose, responsible relational approach, theoretical grounding, and preparation for reception. These insights serve as both practical guidance and conceptual framing for students undertaking autoethnographic research and for mentors supporting them. By highlighting the evolving roles, tensions, and transformative potential within the student–mentor relationship, this article affirms autoethnography as a legitimate and impactful form of scholarly inquiry, one capable of fostering both personal growth and academic contribution.
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