As both clinicians and future counselor educators, doctoral students in Counselor Education and Supervision (CES) must possess a professional identity (PI) that encompasses many diverse roles and responsibilities (Limberg et al., 2013). Although CACREP (2015) established five core domains of the CES profession (counseling, teaching, supervision, research and scholarship, and leadership and advocacy) in its most recent training standards, the guidelines provide few specific recommendations for helping CES trainees to develop a robust sense of PI that encompasses all five areas. Prior research has highlighted the importance of PI development for master's-level counselors-in-training (CIT) and new professional counselors; however, little research to date has examined the PI development of CES students at the doctoral level (Limberg et al., 2013). The overarching purpose of this qualitative study was to investigate how the completion of a first-semester course dedicated to PI within CES affected participants' personal conceptualizations of PI, both globally and as professionals beginning the transition from counselor to counselor educator-to-be. Using inductive content analysis methodology, the researcher analyzed semi-structured interviews of eight first-semester CES doctoral students, both prior to their engagement in and after their completion of the same introductory PI course. Using Kolb's Experiential Learning Theory (ELT; 1984; 2015) as the theoretical framework for examining collected data, four emergent themes were identified. These findings and their implications for CES training programs and accreditors are discussed in the final chapters of this dissertation, along with recommendations for future research on the development of PI among CES trainees. [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.]