The experiences of counseling graduate students over the age of 40 have been largely ignored in the literature specifically in the field of counselor education. This phenomenological study examined the experiences and motivational factors that influence counseling students over the age of 40 to pursue a graduate degree. Additionally, this study explored the experiences with faculty members, peers, supervisors, and curriculum as they develop their professional identity. Counselor educators may develop best practices in educating, supervising, and supporting these students.
