The chilly climate environment is posited as a phenomenon deemed to be the result of micro-inequalities and discrimination experienced by women within the classroom. The major implication proposed is that women are disadvantaged in an academic environment. Women studying degrees externally and situated outside the classroom setting are faced with multiple realities and influences. This research proposes that women undertaking a Research Higher Degree experience role strain and the actors for role strain are incorporated into the chilly climate. The actors within role strain are not gender specific and this paper also includes other women as a variable to the chilly climate. Integrating role strain theory into the chilly climate seeks to expand the understanding of the disadvantages women may experience undertaking self directed study. This research is an exploratory study involving four women in various stages of a Research Higher Degree. This paper intimates that the chilly climate is more complex than previous research suggests, particularly with the implication of role strain, which can disadvantage women undertaking a Research Higher Degree. The aim of this research is to outline strategies used by the participants to cope with or dissipate the chilly climate and to propose strategies for higher education institutions that may be beneficial for women considering or undertaking a Research Higher Degree.