The Professional Counselor | Volume 10, Issue 4 473 (Barrio Minton & Price, 2015; Suddeath et al., 2020; Waalkes et al., 2018). Despite our knowledge that teaching coursework is commonly used for teaching preparation (Barrio Minton & Price, 2015; Suddeath et al., 2020), little is known about how counselor educators design and deliver these courses within counselor education. Although a few studies in counselor education and supervision address teaching coursework (e.g., Suddeath et al., 2020; Waalkes et al., 2018), it is in a cursory way or as one part of a broader inquiry into teacher preparation processes. Perceived Effectiveness of CETI Courses Ideally, teaching coursework, whether offered within counselor education specifically or not, should provide doctoral students with a basic framework for effective teaching. Unfortunately, as previously mentioned, little is known about what constitutes a CETI course. Moreover, the few studies that address this training component suggest inconsistency in its perceived value and effectiveness. For example, early research by Tollerud (1990) and Olguin (2004) found no difference in terms of teaching self-efficacy between those with and without coursework, regardless of the number of courses taken. Similarly, in Hall and Hulse’s (2010) study examining counselor educators’ doctoral teaching preparation and perceived preparedness to teach, participants found their teaching coursework least helpful for preparing them to teach. To improve the effectiveness of their coursework, participants in Hall and Hulse’s study indicated a desire for multiple courses with a greater focus on the practical aspects of teaching, approaches for teaching adult learners, and more opportunities to engage in actual teaching during the course. In a recent study by Waalkes et al. (2018), participants expressed similar sentiments reporting a general lack of emphasis and rigor in teacher preparation as compared to other core areas of development and especially for teaching coursework. Specific deficiencies included a lack of emphasis on pedagogy and teaching strategies and a discrepancy between their teaching coursework and their actual teaching responsibilities as current counselor educators (Waalkes et al., 2018). Given their experience, participants indicated a desire for greater integration of doctoral-level teaching coursework throughout their programs as well as “philosophy and theory, pedagogy/teaching strategies, understanding developmental levels of students, course design, assessment, and setting classroom expectations” (Waalkes et al., 2018, p. 73). Unlike Tollerud (1990) and Olguin (2004), Suddeath et al. (2020) found that formal teaching coursework significantly predicted increased self-efficacy toward teaching. Furthermore, participants indicated that formal coursework strengthened their self-efficacy toward teaching slightly more than their fieldwork in teaching experiences. However, it is unclear from this study what aspects of the CEDS’ coursework contributed to increased self-efficacy. In a study by Hunt and Weber Gilmore (2011), CEDS identified elements such as the creation of syllabi, exams, rubrics, and a philosophy of teaching and receiving support and feedback from instructors and peers as most helpful in their coursework experiences. Those who did not find the course helpful expressed a desire for more opportunities to engage in actual teaching. Overall, the literature addressing the relative effectiveness of teaching coursework suggests the need to (a) improve teaching courses, (b) connect teaching courses to additional teaching experiences, and (c) make it a meaningful and impactful experience for CEDS. Instructor Qualities and Course Delivery Counselor education research also suggests that instructor qualities and course delivery influence the learning experiences of counseling students (Malott et al., 2014; Moate, Cox, et al., 2017; Moate, Holm, & West, 2017). Regarding instructor qualities, two recent studies examining novice counselors’ instructor preferences within their didactic (Moate, Cox, et al., 2017) and clinical courses (Moate, Holm, & West, 2017) found that, overall, participants preferred instructors who were kind,