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Purpose: While ample literature describes students’ experiences during graduate school, fewer studies examine how doctoral students transition into full-time employment post degree completion. The purpose of this study is to examine how faculty advisors, as well as other individuals, shape students’ experiences during a critical period in their graduate education – the job search. Design/methodology/approach: This study is based on interviews with 47 PhD students in biological sciences in the US. This is a descriptive qualitative study, based on in-depth, semi-structured interviews. Findings: Results reveal distinct roles that faculty advisors play in the job search process, including supportive, unsupportive and sponsorship. Supportive advisors offer opportunities for skill development and specific guidance during the job search process. Sponsorship advisors go beyond providing general support to leverage their personal networks to assist in the transition into full-time employment. Unsupportive advisors are on the other end of the spectrum and do not provide any assistance. In addition, the majority of doctoral students rely on individuals beyond their advisors during the job search, and they do so regardless of what type of support they receive from their advisors. Originality/value: Presented findings highlight the complex constellation of social connections that graduate students draw on for entry into the career and make a compelling case for extending socialization research to dedicate more attention to students’ transition into full-time employment after degree completion.