The Professional Counselor | Volume 10, Issue 4 407 educators and advanced supervisors to train entry-level clinicians at the master’s level (West et al., 1995; Zimpfer et al., 1997). Counseling has needed to develop its own model(s) for effective doctoral education. Yet, relatively little literature exists to inform the development and implementation of doctoral programs within counselor education. This special issue represents a concerted effort to address that knowledge gap. Research teams consisting of 46 counselor educators and student researchers from across the country answered the call with findings from 14 studies that we have organized under seven themes and related critical questions. The collective research provides invaluable information for anyone desiring to initiate, develop, and sustain a high-quality CES doctoral program on their campus. The following is a summary of the key themes, organizing questions, and findings. Key Themes, Questions, and Findings In preparation for this special issue, The Professional Counselor put out a call for papers with no restrictions on covered topics. The request simply asked authors to submit their scholarly contributions to a special issue on doctoral counselor education. Those accepted for the special issue fell naturally into one of the following seven themes: (a) the current state of research, (b) doctoral program demographics and distribution, (c) defining quality, (d) mentoring and gatekeeping, (e) increasing diversity, (f) supporting dissertation success, and (g) gaining university administrator support. The Current State of Research Research on the preparation of doctoral-level counselor educators shaped the first theme. Litherland and Schulthes (2020) conducted a thorough literature review in their paper, “Research Focused on Doctoral-Level Counselor Education: A Scoping Review.” They examined peer-reviewed articles published on the topic from 2005 to 2019 found in the PubMed, ERIC, GaleOneFile, and PsycINFO databases. After initially retrieving nearly 10,000 citations, they found only 39 studies met their inclusion criteria, an average of less than three published studies per year. Their work suggests the need for a long-term research strategy and plans to advance CES program development. The studies comprising this special issue begin to address some of that void by adding 14 peer-reviewed articles to the 39 Litherland and Schulthes already found, a significant increase in just a single publication in one year. Doctoral Program Demographics and Distribution The current number and location of CACREP-accredited doctoral programs relative to present and future demands for graduates to serve our master’s programs or the CES doctoral pipeline is the essence of the second theme. Field et al. (2020), in “The Pipeline Problem in Doctoral Counselor Education and Supervision,” analyzed regional distributions of existing doctoral programs. Despite recent growth in the number of doctoral programs, they found a significant difference in the number of CACREP-accredited doctoral programs by region. For example, the Western United States has the largest ratio of counseling master’s degree programs to doctoral programs (18:1), with only two doctoral and 35 master’s programs with CACREP accreditation in a region with nearly 64 million inhabitants. The data demonstrate a greater need for more CES doctoral programs in certain geographical regions. Without developing new CES programs accessible in regions with few doctoral degree options, a pipeline problemmay persist whereby demand surpasses supply. This pipeline problemmay result in some master’s programs struggling to hire faculty in regions with fewer doctoral programs, as prior studies have found that geographic location is a key reason why candidates accept faculty positions (Magnuson et al., 2001).