Research suggests that supportive programmatic structure can assist online doctoral student success, including time to complete the dissertation. However, completely online doctoral students have unique characteristics and needs and are underrepresented in the research literature; therefore, research exploring programmatic factors as related to learning outcomes in this population is warranted. This study investigated differences in time to completion among 3 cohorts of online non-clinical psychology doctoral students: those who experienced a traditional dissertation model, those who experienced a sequentially structured dissertation model, and a transition cohort. We used institutional data from a non-profit, completely online, primarily doctoral-granting university for all doctoral students who completed their psychology PhD from 2013-2020 (n = 430). Analyses indicated time to completion was significantly lower for the sequentially structured cohort compared to the traditional (p < 0.001, d = 0.70) and transition cohorts (p < 0.01, d = 0.43). There was no statistically significant difference between the traditional and transition cohorts (p = 0.09). Overall, these results suggest mechanisms of the sequentially structured model support conscientious student progress with structured proximal goals and mentor feedback loops to guide progress and support timely completion. [Note: The page range (58-88) shown on the PDF is incorrect. The correct page range is 58-89. The publication year (2024) shown in the citation on the PDF is incorrect. The correct publication year is 2025.]