This study used archival data from 46 semi-structured interview recordings and notes, collected from Fall 2021 through Spring 2023. The interviews were part of a bigger study of disabled graduate students (DS) at a large university with locations across California. Participating disabled students were mostly female (70%) and White (53%). Purposive sampling with emails sent to students who registered with the Office of Disability Services (ODS) and newsletter notices were used to find DS. The research questions pertained to DS' experiences in graduate professional programs (GPP) and were: (a) what are the main ways participants reported their disabilities affected them in graduate school, (b) what physical, attitudinal, and systemic barriers have DS encountered in their graduate program, (c) what were the reasons for not registering with ODS, (d) do participants perceive their program to include disability as part of diversity, and (e) what support and mentoring do DS report. Results indicated DS face a multitude of barriers in GPP. Not only do results suggest most DS face challenges with multiple types of disabilities (mean of 1.93 disabilities per student), but they also face academic barriers (89%) with keeping up with the pace of their program (80%) and needing more time to manage their disabilities (85%). Other key findings revealed DS experienced attitudinal barriers (85%) in GPP of which 50% were from faculty and related to accommodations attainment. Results also indicated that 43% of DS experienced discrimination, microaggressions, stereotyping, and stigma in GPP. Most DS (72%) reported having to advocate for themselves in GPP, and (48%) reported not finding disability adequately included in GPP. Finally, results regarding support indicate that 48% of DS reported not having mentors and allies for their disabilities within the university but did have outside support from therapists (28%), families (57%), and friends (54%). In support of a more inclusive and holistic approach shift, recommendations for a Universal Design for Learning (UDL) framework and disability culture strengthening with training, mentorship, and peer resource groups for DS in GPP are suggested as well as future research and training directions are provided. [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.]