Minoritized students face additional challenges that contribute to poor experiences in higher education when compared to dominant populations. Multiculturally-competent faculty behaviors positively influence minoritized students' lived experiences in higher education and promote culturally-responsive learning environments. This study investigated minoritized students' experiences working with faculty teaching in Counselor Education and Supervision (CES) programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) guided by the principles of Heidegger's hermeneutic philosophy and Crenshaw's theory of intersectionality. The specific research question of this study was about minoritized students lived experiences with faculty teaching in CACREP-accredited CES programs. Data were collected using semi-structured and follow-up interviews with seven minoritized students. Data were analyzed using Heidegger's hermeneutic circle. The results of this study illuminated minoritized students lived experiences working with faculty in CES programs as evidenced by the following themes: experiencing unequal treatment because of visible identities, experiencing multicultural incompetence among faculty, experiences of dissociation because of multicultural incompetence, experiencing faculty's multicultural competence as limited, microaffirming experiences, and Black males' experiences of privilege. This study could lead to social change by inspiring a dialogue about minoritized students' experiences in counseling programs and ways in which programs can be improved to reflect the multicultural competence standards of the counseling profession. [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.]