This study served as an initial investigation into necessary components of successful mentorship at the doctoral level within Counselor Education and Supervision (CES). This study utilized Q methodology to explore the perceptions of thirteen doctoral students who identified as having a CES faculty mentor. Mentorship is a vital component of professional development within the CES field; for this reason, identifying components of successful mentorship can help counseling departments in providing specific, comprehensive support. Participants were currently enrolled CES doctoral students that identified as having a CES faculty mentor, interacted with their mentor frequently, and were satisfied with their mentorship. Participants engaged with a Q-sort activity in which they rank ordered statements based on the degree to which they agreed or disagreed with them. Items explored comprehensive components of mentorship, including social-emotional, academic, interpersonal, and characteristic components. Factor analyses were conducted to uncover themes and patterns in perceptions among the thirteen participants. Major findings suggested that doctoral student mentees consistently valued social-emotional connection with their mentor. Themes of trust, authenticity, and interpersonal connection were prevalent among the thirteen participants. Implications for counseling departments, faculty mentors, and future scholarly pursuits are discussed. [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.]