<p>The increasing enrollment of ethnic minority students in healthcare programmes has highlighted persistent disparities in their educational experiences and outcomes. While existing research documents these inequities, a clear understanding of their specific learning needs and effective support mechanisms remains limited. Addressing this gap is crucial to fostering academic achievement, professional development, and well-being, thereby improving long-term retention in the healthcare workforce. This phenomenological qualitative study utilized focus group interviews to explore the learning needs of ethnic minority students across various healthcare disciplines and to identify practical support strategies. Thematic analysis of data from sixteen participants revealed four interconnected themes critical to their success: 1) academic and professional transitional support, 2) cultural-religious-social inclusion, 3) pre-employment preparation for career readiness, and 4) development of social interaction skills. The findings indicate that challenges in these areas are interrelated and stem from systemic barriers, leading to deficits in academic, emotional, and transactional engagement. This study underscores the necessity of tailored, multi-dimensional interventions that address these engagement domains simultaneously to foster personal growth and professional competence. Consequently, the findings provide actionable recommendations for educators and policymakers to develop culturally responsive strategies that improve learning environments, strengthen support systems, and advance equity and inclusion in healthcare education.</p>