This dissertation brings together three qualitative research articles to interrogate a disjuncture between curriculum development in graduate schools of education and the relations of power it fosters in teacher education and counselor education. In applying biopower and intersectional analyses throughout each article, this dissertation contends that the recognition of power relations within these fields helps to highlight hegemonic patterns of teaching and counseling that occur in settings of classrooms and sessions. Three themes emerged within this dissertation: resistance, community, and subjectivity. Article One demonstrates a gap between teachers and school counselors with cyberbullying directed toward LGBTQ+ students. The Article leverages a constructionist thematic analysis on Facebook to explore potential resources for teachers and school counselors to approach this phenomenon. Article Two problematizes a teacher preparation program at a Bureau of Indian Education school. In merging Interpretive Phenomenological Analysis (Smith, Flowers, & Larkin, 2009) with Critical Discourse Analysis (Fairclough, 2013), this Article problematizes the understanding and application of a culturally relevant curriculum in this setting. Finally, Article Three explores the experiences of students in a master's level advanced group counseling internship during the COVID-19 pandemic. This Article uses Interpretive Phenomenological Analysis to highlight the importance of crisis and disaster preparation and intervention in group counselor educational curriculum. [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.]