This study examines the educational journey and professional challenges faced by performing artists holding a Bachelor of Fine Arts (BFA) degree. Utilizing an Interpretative Phenomenological Analysis (IPA) methodology, the research delves into the lived experiences of ten BFA holders in the performing arts, exploring their motivations, career trajectories, and the impact of their education on their professional and personal lives. For the purposes of this study, the term "performing artist" is limited to those with a BFA that specialize in the artistic discipline as dancers, singers, actors. The research explores how a BFA degree prepares performing artists for the multifaceted and competitive landscape of the performing arts industry. This research highlights the rigorous training and educational grounding provided by BFA programs. Further, the study explores the necessary skills to navigate the complexities of employment, casting, and career sustainability in the performing arts sector. Moreover, the study reveals broader implications of these experiences for the health and well-being of performing artists, noting the physical and emotional strains inherent in the profession. The findings suggest a need for educational institutions to adapt their curricula and support systems. Additionally, the study underscores the challenges performers face -- intense competition for roles, subjective casting practices, economic instability, and the evolving nature of the industry influenced by digital media and social change. Through the interplay between education, employment, and well-being in the performing arts domain, recommendations for future research and practice are suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]