According to Duncan (1971), counselor educators who do not prioritize counseling practice may experience challenges in their teaching. For Duncan (1971), maintaining counseling practice "helps to keep the counselor educator alive to real-life counseling situations" (p. 157) and is beneficial to draw from in their teaching practices. Lanman (2011) and Ray et al. (2014) posited counselor educators have been applying counseling field experiences to their teaching practices for decades. Counselor educator researchers have explored the importance of counseling field experience in informing competent and mastery instruction (Crocket & Kotze, 2012; Ray et al., 2014; Sackett et al., 2015). Counselor educators who have a strong, foundational counselor identity, maintain current counseling field practice, and establish collaborative, active andragogical approaches can be presumed to integrate counseling field experiences into their teaching practices. Yet, there remains a void in counselor education literature in how exactly counselor educators integrate counseling field experience into teaching practices. This study explores the process of four counselor educators in integrating counseling field experience into their teaching practices. Corbin and Strauss's (2015) grounded theory methodology was used to explore participants' processes, forming The Process of Integrating Field Experience into Counselor Education Teaching Practices Map, which visually displays the participants' process. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]