The Professional Counselor | Volume 10, Issue 4 563 a lack of focus on doctoral-level counselor education preparation. With limited publications centered on doctoral preparation and a generally minimal focus on pedagogy, the instructional approaches to prepare doctoral students for gatekeeping are largely unknown. The purpose of our study was to design and deliver a developmental experiential model for increasing doctoral student competence in gatekeeping and to examine student reactions to these learning experiences. We have titled the gatekeeping instructional approach the Developmental Experiential Gatekeeping (DEG) Model. The DEG Model was designed and implemented at one CACREP-accredited counselor education and supervision (CES) doctoral program in the Western United States with a focus on preparing students for academic positions. This article presents the results of a phenomenological qualitative study of the experiences and reactions of doctoral students to the DEG Model. The insights gleaned from the study are discussed from the standpoint of improving pedagogy for gatekeeping instruction. The rationale for the study was that gatekeeping is a challenging aspect of counselor education teaching and supervision roles, particularly for new entrants into academia. Effective preparation in gatekeeping practices may not decrease the strain of dealing with difficult student remediation, suspension, and potential legal issues, but preparation is necessary to bolster strong gatekeeping and remediation practices. Developmental Framework With Experiential Pedagogy The DEG Model is an approach to instructing doctoral students in gatekeeping through the delivery of six curricular units divided into three developmental levels. The model was developed and implemented at a midsize institution (classified in the Carnegie system as an R1: Doctoral University – Very High Research Activity) with three counseling master’s programs and a doctoral program in counselor education and supervision located in the Western region of the United States. All programs were fully accredited under the CACREP 2016 standards (CACREP, 2015). The DEG Model is grounded in both developmental and experiential pedagogy. The developmental framework, based in cognitive developmental theory, endorses sequential movement in learning processes within an established hierarchy (Bloom, 1956; Loevinger, 1976; Piaget, 1977). Higher levels are not attained without first accomplishing less complex levels of cognitive understanding. The development of formal operations, in which more sophisticated connections and abstract concepts are understood, is gradual and is based upon the interaction between cognition and experiences (Case et al., 2001; Eggen & Kauchak, 2001). Formal operations are situation specific (Eggen & Kauchak, 2001). Students may have reached formal operations in learning domains where they have a supporting framework of experiences, such as in post-internship counseling skills, and yet not function in formal operations in other content domain areas (such as research skills). The experiential learning approach, reportedly a more powerful pedagogy than didactic instruction alone (Borowy & McGuire, 1983; Shreeve, 2008), is focused on gaining knowledge through direct experience. The process typically begins with preparation for the experience, followed by engaging in the experience, and culminating with reflection or testing of observations (Galizzi, 2014; Kolb & Kolb, 2009). Positive outcomes associated with experiential pedagogy include increased student engagement in the learning processes, improvements in cognitive functioning, greater acquisition of knowledge across a variety of subject areas (Galizzi, 2014; Greene et al., 2014; Tretinjak & Riggs, 2008), increases in historical empathy, improved critical thinking, and greater cultural open-mindedness (Greene et al., 2014). Borders et al. (1996) found didactic and experiential practices were related to a significant increase in student self-appraisal of supervision capacity. It is reasonable to assume that because