The Professional Counselor | Volume 10, Issue 4 555 Most participants were surprised and saddened by students’ efforts to win legal proceedings. Participants were aware of the importance of their legal encounters, yet also unsure how to balance them with multiple professional responsibilities. Lila expressed: This was a student that was terminated and the student sued, started a lawsuit. . . . The student re-mortgaged their home so they could hire that attorney and take the university to court, take us to court. It was disruptive to our teaching because . . . the trial was happening about an hour and a half away. So we would have to find somebody to cover our class. We would get there, there would be delays, so we would be asked to go again the next day. . . . And we won the case because we had followed the policy and the student had refused to remediate . . . so the student lost their home. I mean it was a really sad situation. Change From Experience All participants in this study shared what they learned from their emotionally intense gatekeeping experiences. In this theme, participants offered advice and wisdom for other counselor educators. All participants shared that their emotionally intense gatekeeping experiences reinforced their commitment to ethics, program standards, transparency, and fairness. Despite their feelings of guilt and humility resulting from their experiences, participants wanted to be more proactive and clear with their gatekeeping processes. Dan shared: It was a learning, not just for me, but for our entire faculty that we need to be really clear every step of the way, about who we are as a program, what do we stand for, what expectations do we have? And that when those expectations are in some way violated or are bent, we need to be very clear with the student about what’s going on. And when or if we ever arrive at a place where we see a student who is having this kind of a problem, we need to take action sooner. Every participant expressed a commitment to engage in future gatekeeping practices more effectively. Several expressed feeling unsure about gatekeeping initially but eventually replaced vacillating feelings with more confidence and greater self-efficacy. Herbie noted: I think initially there was much more apprehension and dread. Just a lot of uncertainty and a lot of ambiguity about like, okay, how is it going to go? What do I need to say? How can I be clear? How am I wrapping up this conversation and their understanding of the message I’m trying to communicate? Well, at the same time as, you know, like being a counselor, like how can I be like positive and supportive at the same time, which is a hard place to be in when you’re also being the disciplinarian. And I think now because I’ve had many more experiences with gatekeeping, and having those tough conversations, it’s much clearer to me. I go in and I have in my mind a plan that I need to follow. Nine participants shared how bracketing their personal beliefs, emotions, and opinions of students helped them become more effective and ethical gatekeepers. Frank commented: I was less aware of my emotional triggers years ago. And realizing that there are lots of different values, beliefs, knowledge, and skills that I bring in that I use to judge