Doctoral program noncompletion rates have been an area of concern within higher education for many years with overall completion rates of less than 50%. Some scholars have speculated it might be time to reevaluate the content, structure, and process used in doctoral programs in order to examine what adjustments might be made for improvement. Self-directed learning (SDL) can be considered in instructional approaches that seek to build a supportive learning environment beyond the more traditional doctoral structure. The present study utilized semi-structured interviews with former doctoral students to investigate their experiences based on Knowles' 5-step SDL model. Findings demonstrated facets that are in line with an SDL-considered approach that doctoral program directors might incorporate to improve graduation rates.