Scholars have put a great deal of effort into studies focused on the undergraduate student experience, during this time the empirical literature on graduate and doctoral student experiences has been largely ignored; specifically studies on the positive aspects of Black women's doctoral journey. Hence the purpose of this qualitative study was to explore how Black women with doctoral degrees describe their self-determination in the successful completion of a doctoral degree. Self-determination theory served as the theoretical framework of this study. Thirteen Black women with doctorates completed the semistructured interviews which answered questions on belonging, mentoring, sisterhood, and how family, friends, and faculty factored into the learners' education commitment. Four themes reflected the doctoral motivations, determination, and their experiences. (a) boundaries are necessary and determined to accomplish goals (b) cohort of care and family comes first (c) ties that bind and healthy support systems (d) sense of community and higher education connections. This study provides insight and guidance for potential doctoral learners, educators, administrators, education organizations, and anyone who supports doctoral achievement. [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.]