The vast majority of occupational therapy (OT) practitioners are White, leaving gaps between the representation of our profession and those we serve. Admission practices determine the future of the profession. This cross-sectional study aimed to understand how admission requirements, particularly the Graduate Record Examination (GRE) and interview, influenced OT graduate students' application decisions, specifically those who identified as a first-generation college student (FGCS), underrepresented minority, English as a second language, or receiving public assistance. Methods included an online survey distributed to current OT graduate students. The survey consisted of background information, closed-ended questions on influence of application requirements, open-ended questions on priority factors in application decision-making, and barriers and supports to the application process. Of the 263 participants, 37.4% agreed that the GRE requirement influenced their application, most frequently citing test-taking ability and cost as reasons; 16.2% agreed that an in-person interview requirement influenced their application, most frequently citing cost and interviewing ability as reasons. Participants identifying as FGCS (p<0.01) and English as a second language (p<0.05) were significantly correlated with the GRE requirement influencing their application. All demographic variables of interest were predictive of the GRE requirement influencing their application. Financial elements and application requirements were the most frequently reported barriers, and mentorship was the most frequent support desired during the application process. Admission committees carefully weigh the costs of admission requirements by predicting student outcomes and the need to diversify the profession. The profession is called to develop mentoring and other support for applicants from various backgrounds.