ABSTRACTCoaching psychology first emerged in Australia and the UK [Grant, A. (2008). Past, present and future: The evolution of professional coaching and coaching psychology: Handbook of coaching psychology: A guide for practitioners. London: Routledge] and it is now applied in different industries including the educational contexts [van Nieuwerburgh, C. (2012). Coaching in education (1st ed.). London: Karnac Books]. Therefore, the purpose of this paper was to explore the potential value of coaching for PhD students. This study adapted a qualitative approach using Interpretative Phenomenological Analysis (IPA) to examine the lived experience of PhD students who received coaching. IPA aimed to understand and explore this particular experience in depth [Smith, J., Flowers, P., & Larkins, M. (2009). Interpretive phenomenological analysis (1st ed.). London: Sage]. The sample consisted of six PhD students who participated in four individual coaching sessions. The semi-structured interviews were conducted after the participants received coaching in order to collect the data. After that, interviews were analysed and two categories and six themes emerged: Intrapersonal (feeling motivated, effect of coaching on self-confidence, made me think, and resourcefulness) and Interpersonal (being supported and having someone to talk to). While further studies of the application of coaching to support PhD students are still needed, this study indicates that coaching might have positive effects on PhD students.