The purpose of this exploratory study was to investigate graduate student perceptions of community and connectedness enrolled in an online doctoral program at a Texas university. This research is relevant to students enrolled at the University of North Texas in the learning technologies (LTEC) PhD program. The aim was to identify elements that facilitate community and connectedness among residential and distributed students. The study utilized a mixed method approach employing the Brief Sense of Community Survey (BSCS) and the Online Student Connectedness Survey (OSCS) for the quantitative data along with semi-structured interviews for qualitative analysis. Survey data was collected from twenty-nine residential and distributed students ranging from first year to dissertation stage. Semi-structure interviews were conducted from five student volunteers to further identify participants' perception of community and connectedness within the program. Results reveal that while current features of community designed within the program (i.e. annual meeting, associate graduate faculty support, and cohort model) are beneficial in helping students develop a sense of community and sense of connectedness. However, students desire deeper connections with peers, faculty and the program at various phases of the doctoral process. Doctoral support during the dissertation phase, additional student support such as alumni and current student mentoring and the development of an online community emerged as beneficial in further creating community and connectedness among students in the program.