This study investigated the relationship of formal academic support systems and stage of doctoral study on persistence, satisfaction, and knowledge of resources, expectations, and customs in doctoral education. Doctoral students (N = 141) enrolled in four public institutions in a southeastern state were surveyed. An online questionnaire, adapted from the 1999 Survey on Doctoral Education (Golde & Dore, 2001), was used to survey participants. Approximately 94% of the participants self-reported intent to persist. The majority of the participants also indicated belonging to at least one support system within the doctoral program. Doctoral programs may consider offering several forms of support to improve doctoral student satisfaction and knowledge of resources while increasing persistence. Statistically significant correlations were found in student satisfaction with the advisor relationship and advisor practices. Based on these findings, doctoral programs also should give close attention to the relationship between the advisor and the student. (Contains 2 tables.)