Online doctoral students face unique challenges in completing their dissertations, with faculty mentoring playing a crucial role in their success or attrition. This study explores online doctoral students' viewpoints of faculty dissertation mentoring, identifying distinct mentoring viewpoints. Using Q methodology, we examine how students prioritize different aspects of mentoring, such as structured guidance, emotional support, academic direction, and accountability. Q method is a research approach that explores subjective viewpoints by having participants rank and sort statements to reveal patterns in their perspectives. Findings reveal four distinct mentoring preference types: Structure-Seeking Students, who require clarity and efficiency; Relationship-Seeking Students, who prioritize emotional support and research connections; Direction-Seeking Students, who need strong academic guidance; and Accountability-Seeking Students, who benefit from consistent engagement and feedback. Grounded in Self-Determination Theory (SDT), this study highlights the distinct viewpoints of online doctoral students regarding faculty dissertation mentoring and provides practical recommendations for faculty and administrators to enhance mentoring strategies. Self-Determination Theory (SDT) is a psychological framework that emphasizes how autonomy, competence, and relatedness drive human motivation and well-being.