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The problem addressed in this study was the high attrition rates among first-generation college students (FGCS) in online doctoral programs within the first three years of enrollment. The purpose of this qualitative descriptive phenomenological research was to explore the lived experiences of FGCS who completed an online doctoral program. Guided by social support theory (SST) and self-regulation theory (SRT), data were collected through semi-structured individual interviews. The research questions focused on the contributions of perceived personal social support (P-PSS) and perceived institutional social support (P-ISS) to academic self-regulation, as well as the self-regulation behaviors developed from these support networks. The sample comprised ten FGCS graduates from an accredited online doctoral program within the past 5-10 years. Moustakas' (1994) four-step process was used to analyze interview data. The coding process consisted of Braun and Clarke's six phase approach to reflexive thematic analysis of collected data intersecting the dataset, theoretical assumptions of analysis, and the researcher's analytical skills and resources. The findings derived from this descriptive phenomenological investigation highlighted how perceived personal and institutional social support networks, along with self-regulatory behaviors, influenced their ability to complete their programs. Themes identified included the importance of emotional support from family, professional relationships, a sense of belonging, and new friendships formed through social media and institutional resources. Participants emphasized effective time management, motivation, and maintaining a healthy academic-work-life balance as crucial factors for their persistence. The study underscores the significant role of social support and self-regulation in the academic success of FGCS in online doctoral programs. Recommendations for educational institutions include structured mentoring programs, fostering online peer communities, and providing resources to enhance self-regulation skills. These findings enhance the understanding of FGCS experiences in online doctoral education and offer practical insights for improving academic outcomes. Despite the diverse FGCS backgrounds in this study, Future research should conduct longitudinal studies to examine long-term outcomes and explore the intersectionality of identity factors such as race, gender, and socioeconomic status. Additionally, it is recommended to analyze how friendships impact academic performance and investigate faculty and staff perspectives on supporting FGCS. Policy analysis is also suggested to address systemic barriers in higher education. [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.]