This article explores the narratives of two doctoral candidates in a curriculum and instruction program, revealing their dissertation experiences after challenging conventional norms in their coursework. Through qualitative analysis, we identify themes of cultural authenticity, power of the academy, and theory vs. practice. These themes underscore the importance of resisting institutional pressures to maintain traditional structures and learning designs, allowing for innovative research processes. The students' stories emphasize staying true to the transformative nature of their coursework and themselves. We conclude with recommendations for students and professors interested in re-envisioning the dissertation's purpose and process.