This article begins to explore the complex journey practitioners make to become educational researchers via doctoral study. It seeks to achieve a better understanding of the nature and extent of their transformation to educational researchers. Literature pertaining to identity change, self-conception, transformational learning theory and constructive-developmental theory is used to create a four-part lens through which transformation may be viewed. A small exploratory study involving 26 practitioners engaged in doctoral study (an EdD degree in Leaders and Leadership in Education in the UK) is undertaken to allow application of and reflection upon the proposed lens. A glimpse of a complex transformational journey reveals elements of participants' underlying thinking with respect to identity change, self-concept, learning and transformation, and points to a future research agenda. Although much further work is needed, the outcomes indicate opportunities for intervention by those seeking to foster such transformational journeys. Allowing participants to experience who they might become as a result of research training appears to constitute an essential element in their personal and professional development. [ABSTRACT FROM AUTHOR]