We explored students' experiences of a graduate level group course infused with components of the Relational Cultural Theory (RCT). During the didactic and experiential aspects of 2 semester-long group courses, the faculty instructors and students focused on creating an environment of safety, connection, and empowerment. The instructor and students engaged each other as group leaders and group members. We utilized phenomenology to gather and analyze data gathered from students interviewed about their experience. From this process, we identified 5 themes, each addressing how students summarized their interactions and sense of relational practice.