Despite the significance of mentorship programs, there are few existing accounts of experiences regarding mentorship from counseling graduate students who identify as Black, Indigenous, and People of Color, especially as it relates to access and personal and professional development. Such accounts are vital in understanding barriers that impede the ability of these students to receive adequate mentorship, as well as in understanding how they obtain effective mentorship opportunities. This phenomenological study explored the mentorship experiences of counseling graduate students who identify as Black, Indigenous, and People of Color, and the perceptions therein. An interpretative phenomenological analysis was used to understand the experiences of the participants. The researcher analyzed the narratives of six participants who shared their experiences and perceptions of mentorship. Counseling graduate students who identify as Black, Indigenous, and People of Color expressed their desire for guidance in career advancement in the fields of counseling and counselor education. However, these students are burdened by difficulties in finding mentorship opportunities that are vital for career advancement. Participants of this study experienced emotional, social, and personal problems related to and exacerbated by exclusion and discrimination in their educational journeys. Because of these difficulties, experiencing advocacy and support through mentorship is vital in overcoming barriers and being more effective counselors and counselor educators. [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.]