This quantitative study of one doctoral department at a regional, state-supported university located in the Southeastern United States used descriptive, parametric, and non-parametric methods to determine the relationships between gender and each of the academic or graduation factors. Graduation rates were analyzed for doctoral students admitted from 2004 to 2019. Alumni data from 2004 to 2013 were analyzed for the other variables in the study to examine the transition from face-to-face to online instruction. Five hundred thirty educational leadership Ed.D. alumni were included in the study. Chi-square analyses, using crosstabs and independent samples t tests, were used to determine relationships between the test variables and gender. There were no significant differences between graduation rates, GRE scores, type of dissertation completed, area of concentration, GPAs, number of dissertation hours, or dissertation semesters to completion between female and male doctoral students for any of the variables. Female and male doctoral graduates displayed remarkably similar values on all the variables in the study. Implications for this study include graduate programs providing online options for students to increase students' access and program flexibility, actively recruiting male students to increase diversity in the programs that have low male enrollment, considering alternative admission criteria such as work and leadership experience, and striving for parity in exposure to male and female professors.