Millions of individuals in the United States experience problematic substance use that progresses to Substance Use Disorder (SUD). Many people who eventually achieve remission of their SUD symptoms seek vocational and personal fulfillment through pursuing a career in behavioral health counseling with a specific focus in counseling for addictions. The demanding nature of the behavioral health profession can present numerous unique challenges and risks to a person who is in recovery from SUD, and educational institutions that train professionals for this field play a vital role in preparing their students for the realities of their future work. In this study, the author conducted qualitative critical participatory action research using a descriptive case study design to explore the specific strategies that educators at a community college in the Midwestern United States utilized to support and empower their counseling students who are in recovery from SUD. The author used critical theory and critical feminist theory to develop the investigative framework and explore the power structures of the organization. In this study, seven students and two educators participated in semi-structured interviews and classroom observations. Utilizing a grounded theory approach, the author coded the qualitative data to identify themes that guided the development of a corresponding action plan. While participants identified that some supportive strategies were utilized by the college, students and educators identified ongoing student challenges around self-driven perfectionist ideals, external and internal stigma against SUD, and polarized opinions on self-disclosure of SUD recovery status. Additional related subthemes were also identified and explored in this study. In the final chapter of this work, the author included an action plan for the site of study that was developed to address the specific challenges identified by the study participants. Built around the existing research on social connectedness and empowerment as tools to mitigate stigma, the proposed action plan includes the creation of dedicated physical and virtual on-campus spaces for students in recovery from SUD to socialize and engage in peer-led support. Another goal of the action plan is to establish a permanent, organizationally sanctioned coalition of students who are in recovery from SUD. Internal and external stakeholders will follow a Plan-Do-Study-Act framework to engage in iterative cycles of ongoing evaluation and determine the impact of these interventions. The stakeholders will also develop additional interventions as indicated by the findings that result from ongoing data collection. Anticipated outcomes, responses, consequences, and implications for future related practice and research are described in the conclusion. [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.]