University leaders will find the results of this study significant as they develop educational programs that attract students and help them achieve their academic goals. The problem is that no known studies exist that examine instructor-student interactions and customer satisfaction from the perspective of the doctoral student using a qualitative, transcendental phenomenological research approach. The purpose of the current study is to explore doctoral students' lived experiences with online, asynchronous instructor-student interactions and to explore how online, asynchronous instructor-student interactions affect doctoral students' satisfaction. This transcendental phenomenological study examined the lived experiences of nine students enrolled in a Doctor of Education program at a Midwest Michigan university through video recorded interviews using Creswell's transcendental phenomenological framework. Results revealed six themes common to all nine participants: adaptability, communication effectiveness, learning environment, resource accessibility, self-efficacy, and work-life balance. The study concludes with a discussion of whether current findings support answering the research questions, and whether current findings align with the theoretical framework, empirical studies, and related literature. Implications the current study's findings have on the theoretical framework and for practitioners. Finally, recommendations for future research include exploring a broader population, instructor communication, as well as the role students play in instructor-student interactions and satisfaction. [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.]