The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students' persistence in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining quantitative results from surveying 278 current and former students and then following up with four purposefully selected typical respondents to explore those results in more depth. In the first, quantitative, phase, five external and internal to the program factors were found to be predictors to students' persistence in the program: "program", "online learning environment", "student support services", "faculty", and "self-motivation". In the qualitative follow up multiple case study analysis four major themes emerged: (1) quality of academic experiences; (2) online learning environment; (3) support and assistance; and (4) student self-motivation. The quantitative and qualitative findings from the two phases of the study are discussed with reference to prior research. Implications and recommendations for policy makers are provided.