Our goal is to increase diversity in the neuroscience workforce by enhancing the success of graduate students from underrepresented (UR) groups. We aim to create an environment where UR students can thrive, develop a strong sense of belonging, and grow in self-agency by clarifying the hidden curriculum and enhancing the explicit curriculum at the forefront of neuroscience graduate education. In this, we are guided by several core principles: shift from deficit to asset frameworks, integrate culturally responsive pedagogies, and expand the modes of inclusive community building. The University of Michigan Neuroscience Graduate Program (NGP) includes 40 UR students of 101 total PhD trainees, spread across major training stages from the entering students (Pre-candidate), those transitioning to candidacy (Early PhD candidate), and the senior PhD student completing thesis research and making career decisions (Late PhD candidate). The mentoring and educational needs of these students evolve across these transitions, necessitating intentional programming that targets each stage alongside activities that span the graduate school lifespan. We will meet these needs with initiatives and training activities in 3 major areas: Mentoring (Aim 1), Research Education and Professional Development (Aim 2), and Curriculum Development (Aim 3). In Aim 1, we propose stage-specific individual and small group mentoring programs, training in culturally-aware mentoring, identity-based mentoring, and a seminar-workshop series aimed at viewing mentoring practices through the lens of other, often marginalized, perspectives. In Aim 2, we provide UR students with access to impactful professional development opportunities, advanced research training courses, and opportunities to build collaborative career networks. In Aim 3, we address key curricular components that will enhance UR students’ current research and future career opportunities through practice-based learning in quantitative analysis of neural systems (Neuroanalytics) and scientific communication (Applied Improv). Our faculty participants are highly committed to increasing diversity in neuroscience and have exceptional track-records of training UR graduate and undergraduate students. These activities are embedded in the larger institutional commitment to diversity, equity, and inclusion. The effectiveness of the programming will be independently evaluated by the UM School of Education Center for Education Design, Evaluation and Research (CEDER) program. We expect the proposed mentoring, professional development, and curricular initiatives will increase the self-agency, self- efficacy, sense of belonging, communication skills, research education, and ultimately the success of UR graduate students navigating both the hidden and explicit aspects of neuroscience graduate education.