Master's degree programs?in the United States?are demonstrating a consistent rise in enrollment (National?Center for?Education?Statistics [NCES], 2019; National Student Clearinghouse Research Center, 2020). With a 39% increase in postbaccalaureate enrollment between 2000 and 2017, graduate programs are expected to have 3.1 million students by the year 2028 (NCES, 2019).?Although their prominence across higher education is increasing, research demonstrates?personal and academic?barriers?that graduate students face?in pursuing their degree?(DeClou, 2016;?Fakunmoju?et al., 2016; Runner-Rioux?et al., 2018).?Such experiences transcend the multifaceted curriculum and demands of master's degree programs in higher education (HIED programs).?The?various roles that graduate students occupy throughout their degree include being a student, employee, caregiver, and?more. These roles create stress, particularly for students in HIED programs,?due to conflicting responsibilities?that can result?in difficulty with persistence and even burnout?within their desired field of?work (Marshall?et al., 2016). Through this descriptive qualitative study, 16 graduates of a HIED program shared the strategies and means of support they attribute to their ability to persist through the many roles they occupied, and combat burnout. These findings are followed by recommendations for future research and a proposed workshop to educate graduate students in master's degrees in higher education. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]