The purpose of this paper was to explore the experiences of doctoral students in an Ed.D. program in Learning Design and Technologies at the University of South Carolina. Qualitative and quantitative data were collected from 35 students after their degree completion. Overall, the students were satisfied with the quality and the value of the doctoral education provided in our program. They believed that the doctoral coursework, the integration of the dissertation components into courses, the cohort model, and the faculty support throughout the program were amongst the most important factors for their success. The students also identified time management, workload, analyzing data and writing up the findings as the biggest challenges they experienced throughout different stages of their doctoral education. Based on our findings, we provide several implications for practice.