For doctoral students aspiring to a faculty career, perceiving connections between the core faculty activities of teaching and conducting research is essential for professional success. Using the conceptual lens of professional socialization, we explored how doctoral students' experiences concurrently serving as teachers and researchers influenced perceptions of the teaching—research relationship. We used semilongitudinal interview data from two early career doctoral students who began and ended an academic year with markedly changed perceptions of the teaching—research relationship. Findings pinpoint the importance of the faculty supervisor's stance toward the teaching —research relationship and departmental practices related to teaching and research assignment.