Introduction: Committed in both academic and athletic contexts, student-athletes (SAs) need to manage their student and athlete roles. Given the lack of research work on role interactions in the sport-school context, and the important research work existing in organisational psychology about role interactions in the work-home context (e.g., work-home resources model, ten Brummelhuis & Bakker, 2012), the central question of the present study was: which interactions exist in the sport-school context? Objectives: This study aimed to identify the diversity of positive (i.e., enrichment) and negative (i.e., conflict) role interactions experimented by SAs. Method: Semi-structured interviews were conducted among 17 SAs (eight men and nine women). Data were collected between May and September 2022 and thematic analysis was used to examine the data. Results: The thematic analysis revealed five categories: perceived factors influencing the dual career, roles involved in the dual career, perceived conflicts, perceived enrichments, and factors that might deteriorate or improve the perceived well-being of SAs. Conclusion: Consistent with previous research, our results suggest that role interactions between athlete and student roles could be conceptualised mainly as work-home role interactions. In addition, the findings also revealed interactions between personal life and student roles that were distinct from interactions between sport and school roles. Finally, this study underlined the need for SAs to have personal, interpersonal and structural resources to face the many demands and to be successful in their dual career.