The purpose of this explanatory mixed methods study was to assess dissertation chairs' current practices to support doctoral students in an online practitioner program from the students' perspective. Findings from a 2020 study on dissertation chair experiences and current practices for meeting with and providing feedback to doctoral students pursuing a scholar-practitioner terminal degree in an online doctoral program were used to develop the questions for this study. The questions addressed student success in completing the dissertation in relation to attributes of (a) regular contact, (b) multiple modes of contact, (c) timely feedback, (d) effective feedback, (e) feedback beyond the dissertation, (f) trusted guidance, (g) evolving feedback, (h) consistent message, (i) honored vision, (j) individualized coaching and guidance, (k) trust and caring behaviors, and (l) balancing institutional requirements and student needs. Forty-eight participants responded to close-ended survey questions. Twelve participants subsequently participated in an interview using phenomenological inquiry to further probe their experiences. The findings indicate the importance of multiple attributes in the students' success. For 9 of the 12 attributes studied, there was a significant (p<0.05) correlation between the student experiencing the attribute and them deeming it to be an important attribute. Accounts of student experiences further illustrate these results. Students have expectations of their dissertation chair to serve as a trusted mentor, allowing room for dialogue and discussion, as they lead them to successful completion of their degree.