Graduate higher education has done little to assess and understand graduate students' needs and experiences beyond the classroom. Therefore, we conducted a phenomenological study using multiple data collection tools, including survey and focus groups from two different time periods to implement a multiphase needs assessment. The goal of the evaluation was to better understand graduate students' overall needs and experiences related to professional development at a public Carnegie classified Doctoral Research University in the Rocky Mountain Region. Results revealed the following themes: "perceptions of professional development in graduate school," "finding balance is never ending," "experiences of personal and professional barriers," and "the importance of faculty and peer relationships." Discussion, implications, limitations, and a conclusion are provided.