The purpose of this qualitative descriptive study was to explore how online doctoral graduates of color in the United States described their social, academic, and faculty interaction experiences that led to degree completion. The researcher used a purposive criterion sample that consisted of online doctoral graduates of color. Data was collected using one-on-one semi-structured interviews and two focus groups. The sample included 14 doctoral students of color across the U.S. Three research questions guided this study: (1) How do online doctoral graduates of color describe their academic experiences that led to their degree completion?, (2) How do online doctoral graduates of color describe their social experiences that led to their degree completion?, and (3) How do online doctoral graduate of color describe their faculty experiences that led to their degree completion? This study employed theories and models of integration by Tinto and Bourdieu's social capital theory. Braun and Clarke's six-phase thematic analysis was used for an inductive analysis. Eleven major themes emerged: doctoral aspirations, doctoral programs, diversity equity and inclusion, interrelatedness of multiple identities and spirituality, academic, work/family life balance, socialization/engagement, doctoral mental health and well-being, doctoral voice, institutional racism, cultural competency, and doctoral chair and dissertation committee. These themes provided a holistic perspective of doctoral students of color, who denoted that despite compounding academic, social, and faculty engagement experiences, they persisted through the compounds of intersectionality, racism, and marginalization to successful degree completion. [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.]