This exploratory mixed-methods study examines factors contributing to doctoral students' consideration of departure from their graduate programs with comparisons made by sex and affiliation with Science, Technology, Engineering, and Mathematics (STEM) programs. Logistic regression and qualitative analyses point to the importance of strong relationships with advisors and faculty, collegiality, and preparation for students' desired careers. Yet, results also suggest that women in STEM may be less satisfied than their male peers with the advising and career preparation received. The findings propose that university administrators and faculty should foster better faculty--student relationships and help students make more informed decisions prior to entering doctoral study.