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45 Domains. Before collecting and analyzing the data, we collectively created a 12-item start list of domains to guide our data investigation, which is a suggested step of CQR (Hill et al., 2005; Miles & Huberman, 1994). Table 1 presents the start list of domains (bolded), in addition to domains that emerged during data analysis. The start list domains were based on our expectations, as well as the three areas of (a) teaching and supervision, (b) research, and (c) service within counselor education (CACREP, 2009; Calley & Hawley, 2008). A domain start list created by the research team through consensus and in accordance with previous literature related to the phenomenon studied serves several purposes. The start list familiarized the research team with previous findings and allowed for comparison of new emergent themes, and themes found in previous research that was not identified in the current study. Additionally, the start list acquainted the research team with the process of reaching consensus in data analysis. While domain start lists may serve to skew data analysis if not properly and carefully analyzed, all domains required support from the data to be kept or added. Thus, in viewing Table 1, one can see that the original start list did have domains that were dropped due to lack of support from within the data. In accordance with CQR, we analyzed the first-year CEDS data independently, then met as a consortium and evaluated the same data together until consensus was met and domains adjusted. The second-year and third-year CEDS focus groups’ data were then analyzed through us breaking into dyads and triads. Domains were added to the master list as they appeared in the data and were agreed upon by the entire research team. In addition, we collapsed or deleted any domains that were found to be redundant, insignificant, or not present. Table 1 Domain List Used to Analyze Data Starting Domain List Expanded Domain List Final Domain List 1. Becoming a student 1. Becoming a student 1. Teaching 2. Clinical experiences 2. Clinical experiences 2. Supervision of students 3. Supervision of students 3. Supervision of students 3. Conducting research 4. Attending/presenting at conferences 4. Attending/presenting at conferences 4. Attending/presenting at conferences 5. Conducting research 5. Conducting research 5. Cohort membership 6. Teaching 6. Teaching 6. Coursework/Program design 7. Professional membership 7. Professional membership 7. Mentor 8. Cohort membership 8. Cohort membership 8. Perceived as a counselor 9. Critical incidents 9. Critical incidents educator by others 10. Important conversations 10. Important conversations 11. Successes 11. Successes 12. Doubts 12. Doubts 13. Prior experiences 14. Mentor 15. Perceived as a counselor educator by others 16. Coursework/Program design 17. Self-efficacy 18. Firsts 19. Understanding the professoriate Note. The dom ains in boldface are the “start list” of domains created by the research team prior to analyzing the data. The non-boldface domains were developed during the data analysis process. The Professional Counselor \Volume 3, Issue 1