Researchers used 2 rounds of individual interviews and a focus group meeting to explore the identity development experiences of master's‐degree counselor education students. Grounded theory procedures generated a tentative substantive theory that conceptualized these experiences. The theory illustrated how counselors‐in‐training used a recycling identity formation process that involved conceptual and experiential learning experiences to identify, clarify, and reclarify their identities as counselors.

The standards used to evaluate qualitative research have been a recurring theme in qualitative research literature for more than 20 years. Included in the discussion of these standards are the qualities of trustworthiness (Y. Lincoln & E. Guba, 1985). More recently, methodological and analytic rigor and coherence have also been emphasized (e.g., M. Poggenpoel & C. P. H. Myburgh, 2005). These factors are discussed and conceptualized as presentational rigor. Implications of presentational rigor for designing and conducting qualitative research and preparing manuscripts that are more likely to be published in Counselor Education and Supervision are discussed.

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