Much of the research on social support and academic progress following a disaster focuses on students in grades K-12 and undergraduate college students. However, few studies have been conducted to understand the perspective of a unique population, doctoral students. This qualitative, phenomenological research aimed to close a gap in the literature and to provide doctoral students an opportunity to share their lived experiences about disruption to their academic journey and the support that influenced their academic success. To develop the methodology for this study I used a qualitative, phenomenological design. The study's primary research question was: What do doctoral students report regarding the support they received following a disruption that influenced their academic progress? The study's conceptual framework utilized was House's social support model (House, 1981, 1987; House et al., 1988). It shed light on the types of social support that influence doctoral students' academic progress after a disruption. There are four types of supportive behaviors used to guide this study: emotional, instrumental, informational, and appraisal. Research suggests that social support has a 'buffering' and improvement effect on social relationships, stress, mental health, and unfavorable circumstances (Demaray & Malecki, 2003; Dumont & Provost, 1999; House, 1981; House et al., 1988; Lu & Argyle, 1992; Munoz-Laboy et al., 2013). There were 17 participants included in this study, they were either currently enrolled in a doctoral program or had completed their doctorates. Participants engaged in individual in-depth interviews via Zoom to share their experiences of disruption and social support that influenced their academic progress. The gathered data were analyzed and coded using a modified Van Kaam method of phenomenological data analysis (Van Kaam, 1959, 1996 as cited in Moustakas, 1994). The key findings of this study are that doctoral students shift priorities, self-advocate, feel blessed by disruption, show resilience, and demonstrate perseverance to accomplish their goal. The social support most valued and vital was emotional support. However, the appraisal support or feedback directly impacts students moving forward and succeeding. I make recommendations for practice, decision making, and future research, including studies on the experience of identity crisis on doctoral students after a disruption. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]