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PURPOSE The purpose of this study was to identify the needs for and barriers to success of underrepresented students in the Communication Sciences and Disorders field and to determine factors linked to student persistence and academic achievement. METHOD An online survey was completed by 126 undergraduates pursuing graduate studies in Communication Sciences and Disorders. Data were subjected to Mann-Whitney U and Kruskal-Wallis H tests. RESULTS Survey responses indicated that financial matters exerted the most influence on students' preparation for and number of choices for graduate-school applications. However, socioeconomic status was associated with needed financial support for paying tuition and completing the admission process. In addition, students at lower socioeconomic status reported spending fewer hours studying for tests and earned lower grade-point averages than peers who self-identified with a relatively high socioeconomic status. The findings also show a relationship between students' grade-point averages and family members' levels of education. The majority reported that mothers had earned the highest degree in their household, followed by siblings, themselves, and fathers. CONCLUSIONS The findings suggest that students of low socioeconomic status were less academically prepared than those self-reporting a higher status. Moreover, the presence of a role model, such as a college-educated family member, may affect academic performance. Therefore, interventions for students at risk of not gaining admissions to graduate school include financial assistance and mentoring and advising programs.