The counseling profession prides itself on its developmental focus. However, counselors, counselor educators, and supervisors have generally applied only "phasic," and not "stage," theories to counseling and supervision practice and have not incorporated developmental concepts into their teaching. This article continues the effort of rectifying this situation by explicating the relevance of R. Kegan's (1982, 1994) subject-object theory for counseling, supervision, and counselor education. The author reviews Kegan's (1982, 1994) "interpersonal" and "institutional" stages and applies the theory to promoting development beyond the interpersonal stage in 3 case illustrations: a counseling case, a counselor educator's experience, and a supervision challenge.