Based on adult education students who completed Ph.D. work in the Department of Education, University of Chicago, during 1960-69, this study examined the problems they perceive in completing doctoral study. Eighty-five doctoral graduates submitted usable questionnaires. Data were obtained on completion time as related to such variables as number of dependents, sources of financial support, language requirements, leaving or not leaving the university before completing the program, time expected for completion, perceived adequacy of counseling, perception of delaying factors as internal (personal) or external (circumstantial), and conditions seen as aiding or hindering progress at various stages. Respondents completed the Ph.D. at least as quickly as students in most other special fields within the Department of Education. The graduates who had finished most quickly had several dependents, worked part time and/or received a university scholarship or support from a home university, completed preliminaries in four quarters or less, and saw delaying factors as primarily external rather than personal. Unfavorable perceptions of counseling especially at the entry and proposal stages, have increased as faculty and student body size have grown. [Not available in hard copy due to marginal legibility of original document.] (LY)