It is not known how African American doctoral students describe their doctoral education lived experiences in their pursuit of a doctoral degree in education in predominantly white institutions (PWI). The purpose of this qualitative phenomenological study was to better understand how minority doctoral students understand their lived experience in their pursuit of their educational doctoral degree in predominantly white institutions. Eleven African Americans doctoral graduates participated in phenomenological interviews in order to explore the lived experiences of African American doctoral students in PWI. Results uncovered four themes: Challenges, reasons for success, role of race in experience, and needed supports. The two challenges that most participants reported experiencing during their pursuit of a doctoral degree were the academic challenge of a lack of support from faculty. The most frequently reported success factor was social supports. Nine out of 11 participants indicated that race played a role in their experiences of earning a doctoral degree in a PWI. Recommended supports included help with writing, same-race mentors, guidance in navigating academic pathways, and early preparation for the dissertation process. [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/en-US/products/dissertations/individuals.shtml.]