The present study aimed to investigate the lived experience of married female student teachers in dormitory life. This study was designed with a qualitative approach and phenomenological method to extract the meaning of their daily experiences in student and married life through the participants’ narratives, feelings, concerns, and deep understanding. Living simultaneously in the two important roles of “student” and “wife” in the specific conditions of dormitory has provided a complex, multidimensional, and sometimes stressful situation for this group of young women that requires a detailed, empathetic, and lived-experience-based study.Data were collected through in-depth and semi-structured interviews with a number of married female student teachers. Participants were selected purposefully and with a diversity of experiences in mind. The collected data was then analyzed using thematic analysis in a step-by-step and systematic manner to reveal the main themes, sub-themes, and hidden meanings behind the narratives.The findings of the study showed that married female student teachers face a set of intertwined challenges, including managing multiple roles, including the simultaneous role of student, spouse, and future teacher, which has caused time, energy, and psychological conflicts. The psychological pressures of being away from family and spouse, especially in the early years of marriage, have created feelings of loneliness, emotional insecurity, and duality in place belonging for many of them. Also, the structural and cultural limitations of the university environment, such as lack of attention to the specific needs of married women, lack of space for open discussion about marital issues, and the dominance of a one-dimensional view of the student role, have made conditions more difficult for this group.At the same time, the findings showed that family and academic support, especially in the form of emotional support from families of origin and spouses, as well as limited facilitation from the university administration, played an important role in increasing the resilience, adaptability, and maintaining the academic motivation of female student teachers. In addition, limited dormitory facilities, including an inappropriate space for married life, lack of privacy, lack of cooking and washing facilities, and substandard sanitary conditions, along with economic pressures from the costs of education and cohabitation, were other obstacles experienced in this path.The results of this study can be a scientific and empirical basis for reviewing and improving the welfare and educational policies and programs of Farhangian University. Paying attention to the specific needs of married women, creating dedicated facilities and spaces, designing effective support systems, providing specialized counseling, and improving the insight of officials into the lived realities of this group can lead to improving their quality of life, mental health, and academic success. In the long term, these measures will pave the way for training experienced, knowledgeable, committed, and capable teachers in fulfilling various social and professional roles.