Using Q methodology, this study examined the patterns of how counselor educators prioritized the use of flipped learning tenets when teaching counseling courses. Participants ranked flipped learning tenets resulting in the development of two teaching profiles. One teaching profile prioritized the co-creation of a learning culture centered on student reflection, application-based learning opportunities, and course and class design. The other teaching profile prioritized creating a cycle of experiential peer learning paired with immediate educator and peer feedback. The results of this study revealed counselor educators prioritize aspects of the "learning culture tenet" of the FLIP Pillars, specifically, the use of application-based learning opportunities and the scaffolding of a reflective and feedback-centric learning culture. Limitations of the study and implications for teaching in counselor education are provided based on the results of 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.]