While politicians and other pundits may not agree on how to improve schools, there is agreement that many areas require attention from improving student achievement, to ensuring effective instruction. As school districts struggle with these and other complex issues, there is a growing demand for executive level leaders who have knowledge and understanding of assessment, effective pedagogy, and organizational change. Many universities have weighed in on the school improvement debate by starting new doctoral programs. However, the last few years, a discussion about the need for doctoral programs to meet the demands of working educators has been occurring nationally. There are critics who question the need for the doctorate in education (Ed.D.) or the design of such programs. The demand for Ed.D. programs has been steady and is expected to continue in order to meet the call for leaders who have both the knowledge and skills gained from intense study in a doctoral program and extensive administrative experience. However, program demand does not directly relate to completion of degrees. Rates of doctoral student attrition in the U.S. are not easily calculated. As more educators begin doctoral studies, and more faculty (both full time and part-time) take on advising students through a dissertation, learning from the experience of successful doctoral graduates and advisors could be especially helpful to programs seeking to improve the graduation rate of Ed.D. programs. This article reflects the lessons learned through an appreciative inquiry conducted by the co-authors--a dissertation chairperson and two successful graduates of Ed.D. programs. (Contains 8 footnotes.)