Dissertation guiding principles and purposefully designed research curriculum guide the conceptualization and structure of dissertations in the EdD in Educational Technology at a large university in the US. An analysis of 69 dissertations completed by the first five cohorts over ten years was conducted to determine the theories, frameworks, and research designs used by professional students to conduct Educational Technology research in diverse contexts. The results indicated that students carefully assembled literature from various areas that reflect the diversity of disciplines and professional contexts in which dissertations were conducted, created and used conceptual frameworks that successfully provide a roadmap for research, adopted a variety of research approaches with mixed methods and qualitative approaches used more than quantitative approaches, and explicitly articulated processes for rigor and trustworthiness. Implications for program design and curriculum improvement are discussed.