Many counseling programs use microskills training as their foundational training for counselors in training (CITs) learning basic counseling skills. Support for this training comes from the ACA Code of Ethics (2014) and developmental literature (Gibson, Dollarhide, & Moss, 2010; Hill, Sullivan, Knox, & Schlosser, 2007; Ronnestad & Skovholt, 2003; Skovholt & Ronnestad, 1992; Stoltenberg & McNeill, 2010). However, others (Brink, 1987; Kramish, 1954; Mahoney, 1986; Martin, 1990; Rogers, 1986, 1987) have taken issue with the mechanized use of microskills including the feeling reflection (FR). Recent research on microskills training is lacking (Gockel & Burton, 2014; Hill & Lent, 2006) with attention focused in more generalized domains such as counselor competency (Eriksen & McAuliffe, 2003; Lent et al., 2006; Swank et al., 2012. Even fewer studies (Strong & Zeman, 2010) have explored the use of basic skills in counselor training from an interactional perspective. This study used conversation analysis (CA) to explore the real time conversational interactions of counselors-in-training (CITs). The purpose of the study was to gain greater insight into what was occurring when a feeling reflection (FR) is being used in practice counseling sessions. A number of CA practices were found in the analysis of the data including formulation, adjacency pairs, repair, epistemic rights, preference organization, affiliation/alignment, emotional talk, and institutional talk. Several practical implications for CITs, counselor educators and professional counselors have been found from this study. [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.]