Meaningful examination of program outcomes is one of the most challenging tasks facing faculty and administrators involved in the design and delivery of educational programs. This article reports the outcomes for one doctoral program in nursing and elucidates salient conceptual and methodologic issues in educational outcomes research for this discipline. Career development, scholarly productivity, and professional leadership were the foci of this outcomes study. Three instruments were used; data were provided by alumni, graduate faculty, and alumni supervisors. Data analysis techniques included content analysis and descriptive and correlational statistics. Results showed that graduates embarked on diverse career paths with the majority employed in academic institutions. Most graduates reported active involvement in research, publications, presentations, and professional leadership. Employment pattern differences were noted between academic year and summer-only program graduates with associated divergence in career emphasis, research productivity, and job satisfaction. A positive correlation of time since degree conferral with scholarly productivity and professional leadership was noted. Recommendations for future research include refining outcomes, linking process to outcome, using longitudinal designs, and attending to unique nursing student and doctoral program characteristics.