Abstract
<p>This study explores students’ preferences for counselor educator (CE) teaching dispositions. Forty-eight counselor education students completed a Q sort and answered post-sort qualitative questions. The study found four types of student preferences: a focus on experiential teaching, a focus on content and affect orientation, a focus on the educator-student relationship, and a focus on developing clinical skills. Also among the findings are a set of items that were unanimously unimportant to the participants: CE engagement in research and gatekeeping. These preferences are situated within the scholarship of teaching and learning and evidence-based practices in counselor education. Practical and research implications are shared.</p>
