The understanding of self-care and wellbeing in the academic context is established in different relations during the doctoral studies and this understanding affects the entire academic career of researchers. This chapter unpacks experiences of supporting doctoral students and gives readers an international perspective on self-care as a part of higher-degree research student and supervisor relationships. Further, this chapter explores collaboratively relationship strategies and provocations for creating authentic spaces for wellbeing in the academic context. In this chapter, the authors engage in autobiographical collective writing that is dialogic and located in inquiry. Through sharing narratives and dialogic conversations, the authors were able to highlight the importance of care pedagogies in the doctoral supervisory space within graduate education and the importance of good relationships for our wellbeing. Guiding principles of self-care for doctoral students are shared.