Interest in online learning has grown over the past decades, with the heutagogical approach gaining traction, especially in doctoral programs requiring learner autonomy. This study aims to explore doctoral students’ lived experiences with the heutagogical approach in online learning, including their perceptions of its effectiveness and their interpretation of learning outcomes and quality assurance processes. Using a phenomenological design, data were collected from graduate students at Universitas Negeri Yogyakarta, Indonesia, through indepth interviews and classroom observations over one semester. Observations revealed three key phases: (1) design (students co-developed learning objectives and project scopes aligned with their dissertations); (2) development (students conducted self-directed research with weekly discussions and iterative feedback); and (3) implementation (peer evaluations and final project submission for formal review). Students perceived the approach as effective, recognizing its flexibility and autonomy, while also acknowledging challenges such as demands for self-regulation, technical constraints, and limited face-to-face interaction. The approach proved effective in balancing independent learning with academic achievement, reflected in scientific publications and intellectual property rights. This study highlights the heutagogical approach as a viable pedagogical model for doctoral online learning, emphasizing the critical balance between learner autonomy, structured guidance, and institutional support to ensure sustained academic excellence.