Because conflicts between personal and professional values can interfere with ethical decision making, a goal of counselor education must be helping students reconcile such conflicts. This article describes one counselor educator's experience teaching ethical decision making and the effects on student learning. Growth was observed in increased tolerance for ambiguity, awareness of how values influenced decision making, use of multiple factors in decision making, and emphasis on the welfare of clients. Implications for teaching and future research directions are discussed.

The effects of the sex of the counselor and of gender role orientation on client ratings of counselors‐in‐training were examined. An interaction between sex and gender role orientation was found for differences in clients' willingness to refer a friend to the counselor. Implications for training and research are discussed.

An accountability model for addressing contemporary issues in the development and operation of on-campus practicum laboratories is presented. A case illustration provides an example of the model's potential use. Implications for counselor education programs are discussed.

No abstract