PhD students occupy a diverse range of roles during their candidature—roles that intersect, overlap, and run alongside the objectives of doctoral research. We approach the PhD as an apprenticeship. Subsequently, we find ourselves in a position in which we are neither students nor teachers, but something ‘in-between’. Written over two time points in our respective apprenticeships, we explore how the Students as Partners literature interacts with the liminal space of the PhD. We argue that our positionality brings significant pedagogical insights to the learning environment and reflect on our teaching practice therein. We explore not only the challenges we face but the various ways we advocate for our students’ learning experiences. We consider as well other relationships we have in, and across the university, reflecting on how our engagement with the Students as Partners literature inspires the multiple roles we inhabit.