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The professional identity of a counselor educator develops primarily during the individual's doctoral preparation program. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups were conducted with three cohorts of doctoral students in counselor education (N = 18) to identify the experiences that contributed to their professionaldoi:10.15241/dll.3.1.40 fatcat:dcatpged6fajjeu4eq2bcprb64