This qualitative study explores the socialization processes of doctoral students in engineering and technology Ph.D. accredited programs at Chilean universities and how these experiences may impact their success outcomes, particularly advancement, time to degree, completion, and preparedness for postgraduation success. I employed semi-structured interviews to learn from 23 current doctoral students representing ten unique doctoral programs at eight higher education institutions (HEIs). Findings showed increasing student diversity among programs. In addition, students’ socialization showed to be affected by individual and institutional, and program-related factors, which resulted in distinctive student experiences. These processes were also shaped by the larger context of national policies related to programs such as funding, accreditation, and the job market. This study also identified trends in the relationships between students and program faculty, staff, and peers at different times of the doctoral training, which also created common and distinctive socialization dynamics. Findings illustrated how students' socialization experiences facilitated their advancement throughout the program toward completion, meeting expected degree completion times and enhancing their preparedness for postgraduation success. This dissertation includes implications for practice and future research opportunities.