Decolonization of higher education is the process of reevaluating social, economic, political, and judicial structures. It focuses on the harm colonization had on marginalized groups, recognizing the harm that engaging in dualistic thinking and not disrupting the status quo has on individuals, yet decolonization of counselor education has neither a significant body of literature, nor many practical recommendations for how to decolonize teaching practices. The purpose of this thematic analysis was to gain a deeper understanding of decolonizing practices employed in Counselor Education. The research question guiding the study was: What decolonizing teaching practices do counselor educators use in their classroom? Purposeful sampling helped select eleven counselor educators. Data was gathered through qualitative survey, syllabi submission, and audio recorded semi-structured interviews. Participants shared decolonizing teaching practices they utilize in their classroom. Three themes emerged from the data: (1) instructor as a teaching strategy, (2) systemic barriers, and (3) in class decolonization efforts. Results and recommendations for counselor educators on how to best decolonize classrooms are discussed. [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.]