488 Dodie Limberg, Therese Newton, Kimberly Nelson, Casey A. Barrio Minton, John T. Super, Jonathan Ohrt Research Identity Development of Counselor Education Doctoral Students: A Grounded Theory We present a grounded theory based on interviews with 11 counselor education doctoral students (CEDS) regarding their research identity development. Findings reflect the process-oriented nature of research identity development and the influence of program design, research content knowledge, experiential learning, and self-efficacy on this process. Based on our findings, we emphasize the importance of mentorship and faculty conducting their own research as a way to model the research process. Additionally, our theory points to the need for increased funding for CEDS in order for them to be immersed in the experiential learning process and research courses being tailored to include topics specific to counselor education. Keywords: grounded theory, research identity development, counselor education doctoral students, mentoring, experiential Counselor educators’ professional identity consists of five primary roles: counseling, teaching, supervision, research, and leadership and advocacy (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2015). Counselor education doctoral programs are tasked with fostering an understanding of these roles in future counselor educators (CACREP, 2015). Transitions into the counselor educator role have been described as life-altering and associated with increased levels of stress, self-doubt, and uncertainty (Carlson et al., 2006; Dollarhide et al., 2013; Hughes & Kleist, 2005; Protivnak & Foss, 2009); however, little is known about specific processes and activities that assist programs to intentionally cultivate transitions into these identities. Although distribution of faculty roles varies depending on the type of position and institution, most academic positions require some level of research or scholarly engagement. Still, only 20% of counselor educators are responsible for producing the majority of publications within counseling journals, and 19% of counselor educators have not published in the last 6 years (Lambie et al., 2014). Borders and colleagues (2014) found that the majority of application-based research courses in counselor education doctoral programs (e.g., qualitative methodology, quantitative methodology, sampling procedures) were taught by non-counseling faculty members, while counseling faculty members were more likely to teach conceptual or theoretical research courses. Further, participants reported that non-counseling faculty led application-based courses because there were no counseling faculty members who were well qualified to instruct such courses (Borders et al., 2014). To assist counselor education doctoral students’ (CEDS) transition into the role of emerging scholar, Carlson et al. (2006) recommended that CEDS become active in scholarship as a supplement to required research coursework. Additionally, departmental culture, mentorship, and advisement have been shown Dodie Limberg, PhD, is an associate professor at the University of South Carolina. Therese Newton, NCC, is an assistant professor at Augusta University. Kimberly Nelson is an assistant professor at Fort Valley State University. Casey A. Barrio Minton, NCC, is a professor at the University of Tennessee, Knoxville. John T. Super, NCC, LMFT, is a clinical assistant professor at the University of Central Florida. Jonathan Ohrt is an associate professor at the University of South Carolina. Correspondence may be addressed to Dodie Limberg, 265 Wardlaw College Main St., Columbia, SC 29201, The Professional Counselor™ Volume 10, Issue 4, Pages 488–500 © 2020 NBCC, Inc. and Affiliates doi:10.15241/dl.10.4.488