As Ph.D. education continues to evolve, hybrid programs have gained popularity by offering flexibility and accessibility to diverse student populations. However, a critical gap exists in understanding how students develop and maintain academic relationships and scholarly community in these environments. Specifically, research has not sufficiently addressed how peer relationships, social presence, and academic community evolve in hybrid Ph.D. programs. This qualitative study examines how graduate students experienced a hybrid instructional technology Ph.D. program at an R1 university through the lens of the Community of Inquiry (CoI) framework. Seventeen current and former students completed an open-ended survey, revealing four main themes: (a) a flexible, accessible program supporting degree completion; (b) self-direction as crucial for the rigorous hybrid curriculum; (c) a collaborative peer community enhancing motivation and academic progress; and (d) consistent faculty guidance is critical for meeting program demands. Participants valued the program's flexibility while emphasizing the importance of self-motivation and organization. Peer connections provided essential support, although limited interaction could hinder engagement. Faculty responsiveness proved essential for navigating complex program challenges. Recommendations include developing flexible curricula, fostering planned peer interaction, supporting self-directed learning skills, and ensuring consistent faculty guidance. These findings can inform hybrid Ph.D. program design to better support academic community development and enhance student success.