This study examines the experiences of African American doctoral students at historically Black colleges and universities (HBCUs) in the United States. Data were obtained from ten HBCUs that are doctorate degree-granting institutions. Program satisfaction, coursework, faculty-student relationship, and research satisfaction were designated as dependent variables, whereas gender, race, age, type of program, marital status, research assistantship, teaching assistantship, and student status types were designated as independent variables. The result of this study shows African American doctoral students, on average, reported a moderately-high positive relationship with faculty, a moderately high level of satisfaction, and feelings of success with their doctoral programs. Students reported a moderate level of agreement with the notion that coursework adequately prepared them for their dissertations; Students also said average levels of engagement with research and publications, and finally, the demographic characteristic of the student, field of study, and doctoral program status statistically predicted students' doctoral journeys' as characterized through their overall experiences with satisfaction and success from their programs. Implications for doctoral students, faculty, program coordinators and institution administrators are presented. [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.]