Counselor educators (CEs) hold legitimate power over counselor education students (CESs). It would be helpful for CEs to understand how power differentials influence boundary-crossing perceptions within the legitimate hierarchy of counselor education. CEs and CESs were separately shown the same 16 boundary-crossing scenarios that could occur between the groups. When CEs are negotiating boundary-crossings with CESs, Burian and Slimp's model would likely be most helpful as it is specific to counselor education and requires CEs to contemplate motives when evaluating boundary-crossings. However, when CESs are negotiating boundary-crossing concerns with CEs, Gottlieb's model would likely be most helpful. CESs in this study were very concerned about boundary-crossings that encroached upon their personal needs that were not a requirement for successfully graduating from a counselor education program. Consequently, CEs may want to become clearer in their understanding of the differences between optional behaviors versus those of mandated requirements for graduation. A CE and a CES sharing a car ride to a professional meeting is an optional boundary-crossing because it does not assist a CE in completing the mandated requirements for graduation. This contrasts with the mandated graduation requirement that a CE provides the required supervision hours to a CES.