The process of professional actor training is one that requires vulnerability and often leads to self-discovery. At the same time, studies have shown that the impact of acting on performers is complex and can also lead to psychological trauma. This dissertation addressed the questions (a) What are the experiences of former students of BFA Actor Training Programs? and (b) What are the perceived long-term impacts of participation in a professional undergraduate acting program, if any, according to former students? This study employed the qualitative research design of narrative inquiry to study the experiences of former BFA acting students. The data comprises six interviews with former students from a variety of BFA programs around the United States. The interviews were coded and re-storied into narratives. A number of findings surfaced through analysis including that (a) all participants felt vulnerable during their actor training experience, (b) each felt in some way like an outsider in their program, (c) each participant felt they had professors who were unable to articulate feedback in a way that was constructive to the performer, and (d) all participants reported that their experiences in their actor training program have impacted them in some way. This study suggests that universities that are invested in BFA Actor training offer mental health resources to students. It also suggests that mentoring programs between graduates and current students may be helpful in mitigating some of the challenges for students that surfaced in the study. The study also suggests a theoretical connection between vulnerability in actor training and transformational learning. [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.]