The outcomes of the Graduate Teaching Scholars (GTS) program, a three-year cohort program that aims to develop pedagogical skills in PhD students in the College of Agriculture and Life Sciences at a Virginia Tech, are evaluated in this qualitative study.  GTS is a response to historically poor preparation of faculty for teaching responsibilities and a need for improved teaching at the postsecondary level. This program is an intensive pedagogical training for doctoral students who desire to have teaching as an integral part of their professional career. Themes that emerged from this study included: participants’ perceptions and experiences of the components of the program; recruitment and finding successful scholars was emphasized; and, the Scholars experienced tensions between research and teaching that provides preparation for a career in academia. Lessons for program improvement are reported. Participants communicated that the program format is effective for Scholars because they maintain their research efforts while also having the experience of lead instructor teaching. Long-term engagement with the subject of Agriculture and Life Sciences and positive relationships emerged as favorable program characteristics that supported Scholar learning. It was confirmed that all future faculty need more teacher training beyond serving as a teaching assistant (TA).