Efforts to broaden participation and access in graduate education have proliferated in recent decades, with federally funded interventions established to increase the number of historically marginalized students in graduate education (Council of Graduate Schools, 2008). The Ronald E. McNair Post-Baccalaureate Achievement Program, a notable intervention, prepares high-achieving students from low-income, first-generation, and racially minoritized backgrounds to pursue doctoral degrees through scholarly activities, research, and advising (Council of Graduate Schools, 2008; McNair Scholars Program, 2020). Although access to graduate education has traditionally focused on equipping students through the necessary tools and resources, limited consideration has been given to the potential impact of peer networks established within these programs in the advancement of Students of Color towards graduate education.Using an exploratory single-site case study methodology, this study examined a twofold phenomena: the factors influencing the graduate school choices of Students of Color in a McNair Scholars Program, and the impact of peer networks within the program on their decision-making processes. By conducting interviews with 14 program alumni and 3 staff, observing program events, and analyzing program artifacts, this study aimed to address three central research questions: (1) How do Students of Color who have participated in a McNair Program describe their graduate school choice process? (2) How, if at all, do students’ McNair Program peers influence the ways students engage in the graduate school choice process? (3) How do McNair Programs facilitate or inhibit the influence that peer relationships play in the graduate school choice processes of Students of Color? Key findings of the study underscored the relational elements and factors that influenced the graduate school choice process of Students of Color. Furthermore, the findings revealed that peer networks established within the McNair Program provided Students of Color with social capital that aided in their navigation of the graduate school choice process. Students of Color received support, encouragement, validation, and knowledge from their peers, including cohortmates, older peers, and alumni, to make informed decisions about their futures. Moreover, the McNair Program that served as the site for this case study intentionally fostered an environment that nurtured these meaningful peer relationships. The study results yield transferable and practical insights to the field of higher education as well as future avenues for research on Students of Color as they explore their post-baccalaureate options.