A strong sense of community is linked to higher levels of student retention, wellness and quality of education in counselor education doctoral programs. This is particularly true for marginalized students (e.g., race/ethnicity, gender, motherhood status, and international students). Strong, positive faculty relationships with students as well as positive peer relationships are important indicators of community in counselor education doctoral programs. The researchers utilized a grounded theory methodology to study the process of community building in counselor education doctoral programs (i.e., how it happens). This method was chosen to explain the actions of faculty and students that create a sense of community in counselor education doctoral programs. Researchers found that throughout their program students have a series of catalytic experiences, during which they either experience program supports or barriers to community. The results of these experiences create either positive or negative outcomes which increase or decrease student sense of community and affect student retention, wellness and quality of education over time. Researchers provide implications for students, counselor educators and administrators regarding how to increase counselor education doctoral student sense of community. [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.]