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Using a national sample of 336 biology Ph.D. students, this study classified students based on their interactions with faculty and peers, and investigated longitudinal changes in their interaction classifications over 3 years. We also examined associations between students’ interaction classifications, their demographic backgrounds (e.g., gender, international student status, first-generation status, and underrepresented racial/ethnic minority status), and doctoral outcomes (e.g., sense of belonging, satisfaction with academic development, institutional commitment, and scholarly productivity). The findings revealed that three distinct subgroups existed among the current sample of biology Ph.D. students, with respect to their interactions with their faculty and peers: high interaction with faculty and peers, high interaction with peers only, and low interaction with faculty and peers. However, such patterns of doctoral students …