The purpose of this study was to describe graduate students' perceptions of a faculty-led educational intervention program based on the cognitive-behavioral model and awareness of adaptive coping strategies. In this qualitative design study, students volunteered to participate in a six-week educational coping program. The primary outcome for the project was the qualitative data obtained from the students' journaling. Inductive coding was utilized to create themes related to the journal responses. Four common themes were noted: awareness of maladaptive behaviors, awareness of coping strategies, significance for classroom performance, and significance for daily life outcomes.