Microaggressions and thwarted belongingness can negatively affect one's well-being and academic achievement. This study explored the impact of microaggression and belongingness for Underrepresented in Medicine (URiM) Doctor of Physical Therapy (DPT) students during graduate-level education. Participants in Cycle 1 consisted of students enrolled in a DPT program who self-identified as URiM. Findings from Cycle 1 guided action steps to address participants' need for increased social engagement and support ways to improve academic success. The resulting action steps were designed and implemented with collaboration from currently enrolled students and faculty at the program. Action steps included an academic resource packet that was electronically delivered to students before starting the program and structuring a peer mentorship program. Cycle 2 evaluated the effects of the action steps through semi-structured interviews with self-identified URiM DPT students following their first term in the program. The study concluded that academic achievement plays a significant role in the sense of belonging, and the support from peers, mentors, faculty, and structured events helped to solidify further belonging to the program. Findings also revealed microaggressions continue to negatively impact participants' belonging as well as classroom experiences that were psychologically unsafe. The implications for the organization included fostering positive relationships between peers and faculty, creating safe spaces that cultivate inclusive learning environments for successful academic achievement, and continued work toward educating entry-level DPT through an anti-racism and social justice lens. [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.]