Objective: Despite America becoming more diverse each year, minority students in the profession of physical therapy (PT), are, on average, outnumbered 3:1 by their White classmates. The American Physical Therapy Association has prioritized a goal to increase diversity in the profession to better meet the needs of the ever-changing demographic that physical therapists serve. Currently, limited research has been published on why diversity is lacking in PT, the qualitative perspectives of URM DPT students, and how such disproportion can be corrected. Method: In this study, the researcher sought to understand the experiences of underrepresented minority (URM) doctor of physical therapy (DPT) students. Twenty-two minority DPT students from four Midwest DPT programs, one Hispanic serving institution (HSI), and four historically Black colleges and universities (HBCUs) each participated in a single semi-structured interview to share their experiences as URM physical therapy students. Using the theoretical lens of Tinto’s theory of student retention, participant experiences were used to examine how to best recruit and retain minority students in physical therapy programs. Results: Three overarching themes were identified: (1) the importance of early exposure in bringing the URM student to the profession; (2) the unique experience of the URM DPT student; and (3) the role strong support plays in the retention of the URM DPT student. Conclusions: Support, both academically and socially, should be provided by the institution, family/friends, faculty, and other classmates. Future research should examine the most effective recruitment and retention strategies to increase minority representation in the field of physical therapy.