The professional education doctorate - the EdD - has long been debated. What should its focus be, how should it be composed, and what should it prepare its recipients to accomplish? What, ultimately, distinguishes it from the PhD in education? The contributors to this volume demonstrate that Critical Friendship Theory can succeed in distinguishing and enriching EdD programs. Drawing on multiple, detailed case studies to examine how the CFT framework can be used to foster innovative pedagogy, develop creative dissertation-in-practice experiences, and resolve problems of practice, they build an argument that the implementation of Critical Friendship Theory helps to enhance the particular contributions EdD program graduates are trained to make.