581 Jennie Ju, Rose Merrell-James, J. Kelly Coker, Michelle Ghoston, Javier F. Casado Pérez, Thomas A. Field Recruiting, Retaining, and Supporting Students From Underrepresented Racial Minority Backgrounds in Doctoral Counselor Education The authors present this article in memory of Dr. Rose Merrell-James, who shared her knowledge, experience, strength, and wisdom with all of us through this scholarly work. Jennie Ju, PhD, LPC, is an assistant professor at Palo Alto University. Rose Merrell-James was an assistant professor at Shippensburg University. J. Kelly Coker, PhD, MBA, NCC, BC-TMH, LCMHC, is a professor and program director at Palo Alto University. Michelle Ghoston, PhD, ACS, LPC(VA), LCMHC, is an assistant professor at Wake Forest University. Javier F. Casado Pérez, PhD, NCC, LPC, CCTP, is an assistant professor at Portland State University. Thomas A. Field, PhD, NCC, CCMHC, ACS, LPC, LMHC, is an assistant professor at the Boston University School of Medicine. Correspondence may be addressed to Jennie Ju, 1791 Arastradero Road, Palo Alto, CA 94304, The Professional Counselor™ Volume 10, Issue 4, Pages 581–602 © 2020 NBCC, Inc. and Affiliates doi:10.15241/jj.10.4.581 Few models exist that inform how counselor education programs proactively address the gap between diverse student needs and effective support. In this study, we utilized grounded theory qualitative research to gain a better understanding of how 15 faculty members in doctoral counselor education and supervision programs reported that their departments responded to the need for recruiting, retaining, and supporting doctoral students from underrepresented racial minority backgrounds. We also explored participants’ reported successes with these strategies. A framework emerged to explain the strategies that counselor education departments have implemented in recruiting, supporting, and retaining students from underrepresented racial minority backgrounds. The main categories identified were: (a) institutional and program characteristics, (b) recruitment strategies, and (c) support and retention strategies. The latter two main categories both had the same two subcategories, namely awareness and understanding, and proactive and intentional efforts. The latter subcategory had three subthemes of connecting to cultural identity, providing personalized support, and faculty involvement. Keywords: underrepresented racial minority, recruitment, retention, counselor education, doctoral For the past several years, doctoral counselor education and supervision (CES) programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) have experienced a greater enrollment of students from diverse backgrounds (CACREP, 2014, 2015). According to the CACREP Vital Statistics report (2018), two-fifths of doctoral students have a diverse racial or ethnic identity. This stands in contrast to the less than 30% of full-time faculty in CACREP-accredited programs who identify as having a diverse racial or ethnic identity. In 2012, the total doctoral-level enrollment in CACREP institutions was 2,028, where 37% of the students were from racially or ethnically diverse backgrounds (CACREP, 2014). Enrollment increased to 2,561 in 2017, with 1,016 students from racially or ethnically diverse communities, which translates to 39.7% of total enrollment (CACREP, 2018). Accompanying this trend is a growing awareness that diverse doctoral students in counseling and related disciplines are not receiving adequate support and preparation to succeed (Barker, 2016; Henfield et al., 2011; Hollingsworth & Fassinger, 2002; Zeligman et al., 2015). CACREP-accredited