Building on the extant literature on recruitment and retention within the field of STEM and undergraduate education, we sought to explore the recruitment and retention experiences of racially and ethnically minoritized students enrolled in graduate level assessment, measurement, and/or evaluation programs in the United States. Using a mixed methods approach, surveys were completed by 98 students and eleven participated in follow up semi-structured interviews. Doctoral students reported that (1) recruitment practices of educational measurement programs tend to be minimal or nonexistent; (2) having strong and consistent mentorship from faculty within and (often) external to their academic programs is critical; (3) struggles with lack of funding (both the fear of prior to enrollment and reality of post enrollment) was a significant source of stress; and (4) many doctoral programs fail to offer the comprehensive curriculum students feel they need to be prepared for the job market. Recommendations for future practice are discussed.