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This article utilizes feminist pedagogy to facilitate ally development within counseling students. Counselor educators are challenged to find methods of incorporating competencies for counseling with transgender and lesbian, gay, bisexual, transgender, queer, questioning, intersex, and ally (LGBTQQIA) individuals into curriculum. Through the application of feminist and experiential theories, students engage in a way that challenges traditional pedagogical methods. The intersection of sexual orientation, gender, and race in the classroom can facilitate awareness of the experiences of LGBTQQIA people, thereby promoting skill, advocacy, and ally behaviors in emergent counselors. Suggestions for student engagement in the classroom are presented.Researchers unequivocally demand a need for competent counselors to provide mental health services to lesbian, gay, bisexual, transgender, queer, questioning, intersex, and ally (LGBTQQIA) people as they seek services at a higher rate than heterosexual individuals, with a startling difference

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This study explored the lived experiences of 20 counselors‐in‐training (CITs) in a mindfulness experiential small group. Using grounded theory, the authors described a 5‐dimensional model for navigating ambiguity. Findings suggest mindfulness training provides CITs self‐reflection skills and a greater ability to manage cognitive complexity.