Graduate school is a stressful endeavor for students, causing the incidence of mental health distress to be higher in this group than in the general population. The purpose of this action research study was to investigate and improve the mental health supports for graduate students in teacher preparation programs. Cycle 1 data were collected in interviews with 10 participants: five faculty members and five graduate students. Initial indications pointed toward the faculty as a primary source of emotional and practical support for students as they navigate their programs. The faculty practices identified by participants included establishing a departmental culture that is welcoming and supportive of graduate students. Action steps, including soliciting student recommendations and convening a community of practice (COP) to explore the impact of mental health distress on graduate students, were designed, implemented, and evaluated in Cycle 2. They provided the community with data needed to establish resources and policies for handling mental health distress. The findings include: graduate students' affirm that their studies cause additional stress, they desire flexibility in assignment due dates to help alleviate the stress of graduate school, and a COP allows higher education faculty and administrators to develop context-specific resources and programming based on community expertise and experience. The success of a COP depends on group membership, including relationships between members, cross-functional representation, and diverse perspectives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]