The focus of this study is an academic development program for doctoral students which takes a broadened perspective. A thematic analysis of interviews with 23 program graduates provides insight into the perceived value of the program; graduates' learning about teaching in a multidisciplinary environment; their reflections on changes in perceptions of teaching; and the challenges they experienced. Results suggest that an integrated approach to academic development can contribute to doctoral students' simultaneous development as teachers and researchers, prepare them for multidisciplinary collaborations, and foster reflective disciplinary practice. Nevertheless, the simultaneous cultivation of academic and research development should be staged to reinforce an integrated perspective on academic work.