Choosing a doctoral advisor is the most critical decision students will make in their doctoral journey. The relationship between doctoral students and their advisors can determine if students will complete the doctorate. Yet, little is known about how students experience this decision process and whether students are supported in this selection. The purpose of this study was to explore how students experience the satisfaction of their basic needs in the advisor selection process of one Chemical Engineering program. Using case study methodology, we interviewed 14 doctoral students about their experience in selecting an advisor. Self-Determination Theory guided evaluative and theoretical coding. The findings revealed that most doctoral students who participated in research experiences prior to the doctorate are more satisfied with their choice and practiced a better-informed selection. They had a clearer understanding of what they needed to look for in an advisor when compared to students who had not participated in such research experiences. This study shows that the process of finding an advisor in the Chemical Engineering Program studied may not provide sufficient competence support for students who have not participated in research, limiting their ability to make a decision when selecting an advisor.