This study explores the transformative and healing experiences of doctoral students enrolled in the first fully online Indigenous Health Ph.D. program at the University of North Dakota. The research aims to understand the unique experiences and supports influencing the success of both Indigenous and non-Indigenous students in this program. The qualitative study utilized semi-structured interviews and focus groups with 23 Indigenous Health Ph.D. students (N = 23) to explore their lived experiences. By fostering a sense of community, incorporating cultural relevance into the curriculum, and providing robust support systems, the Indigenous Health Ph.D. program facilitated significant personal and academic growth for its students. The insights gained from this study offer valuable guidance for other institutions aiming to create more inclusive and supportive environments for diverse student populations. The program's healing effects highlight the importance of integrating cultural relevance and robust support systems into academic programs, ultimately contributing to the personal and professional development of students. This research contributes to the growing body of literature on decolonizing education by providing insights into the experiences of students in an Indigenous-focused doctoral program. The findings offer valuable implications for educators, administrators, and policymakers in creating inclusive and equitable educational environments. The study also suggests directions for future research, particularly in exploring the impact of culturally responsive and decolonized educational practices on student success across diverse academic settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]