Doctoral education continues to evolve as institutions emphasize comprehensive preparation that integrates pedagogical development alongside research training. In response to this shift, the Graduate Teaching Scholars (GTS) program, a three-year, cohort-based initiative within the College of Agriculture and Life Sciences, aims to strengthen doctoral students’ instructional competence, professional identity, and readiness for academic careers. This study presents a qualitative evaluation of the program more than a decade after its initial assessment, exploring the sustained impact of GTS on participants’ development as educators. Focus group discussions were conducted with current scholars (n = 9), alumni (n = 8), faculty mentors (n = 5), and administrators (n = 3). Thematic analysis revealed four major themes reflecting participants’ experiences. First, the program substantially enhances professional development and the acquisition of teaching skills. Scholars reported increased confidence in course design, classroom management, inclusive teaching, and reflective practice gained through experiential teaching assignments and mentorship. Second, participants consistently highlighted the program’s influence on career readiness and competitiveness. Many credited their teaching experience, career preparation activities, and mentorship with improving their performance in interviews for faculty positions and shaping their academic trajectories. Third, the cohort structure and weekly pedagogy sessions foster a strong sense of community, providing interdisciplinary support, problem-solving opportunities, and mentoring relationships valued by both scholars and alumni. This community contributed to reduced isolation and greater professional belonging. Finally, participants identified areas for improvement, including more consistent feedback on assignments, clearer communication regarding mentor roles, and enhanced support for completing the required research project. Overall, the findings indicate that structured teaching development programs such as GTS play a critical role in preparing doctoral students for future faculty roles. Strengthening communication, feedback structures, and research support would further enhance program effectiveness and promote long-term professional success.