This chapter reports the fifth-phase study that draws on Bakhtin’s chronotope to examine the developmental trajectories of transformative voices (independence, critical thinking, and deference) through a longitudinal case study, against which I, the researcher, also reflected on my own experiences as a Chinese international doctoral student. In this study phase, a third interview is conducted with one of the six participants. However, all three interviews with this participant are analysed in order to provide a holistic picture of how these transformative voices are developed across time and space. The results suggest that supervisors’ personal qualities and their cultural recognition, the student’s progressive academic expertise, and peers’ role modelling all play a role in facilitating the student’s assimilation and development of the voices of critical thinking and independence, as well as the renovation of her culturally ingrained voice of deference. These findings imply that while renovating the culturally enrooted voices in the process of selectively assimilating and developing others’ voices, students may transform their academic voices from being doctoral students to emerging scholars who not only learn the subject knowledge but also have the potential to build on the knowledge and contribute to the field. Nevertheless, conflicts, struggles and reconciliations characterise the process of assimilation and renovation as students live with chronotopes featuring different modes of time and space where multiple and conflicting voices co-exist and fight for hegemony.