Persistence in doctoral programs has historically been low with less than 50-75% of students graduating from their programs. Though research has been conducted on self-directed learning and doctoral programming, research is scant on self-directed learning readiness in doctoral students and mode of learning (i.e., online or in person). The purpose of this study was to investigate the self-directed learning readiness of doctoral students between in-person and online Doctor of Education programs at two small, private, liberal arts universities in southeastern United States using the Personal Responsibility Orientation to Self-Direction in Learning Scale. Descriptively, students enrolled in the in-person program had slightly higher scores in motivation, initiative, and overall self-directed learning readiness; students enrolled in the online program had slightly higher scores in self-efficacy. Statistically, students enrolled in the in-person program had significantly higher control scores.