This paper explores the use of reflecting teams as a tool for assisting students who are engaged in internship placements in community counseling settings. These placements are used to help students develop the skills of counseling and the professional identity of a counselor. Counselor educators are involved in the role of supportive co-participants with both the counseling students and the clients. From this position, educators can add to the work done by counseling students rather than critiquing it. The model for the Reflecting Team Process is patterned after the M. White (1996) model. Guidelines for using the model are included. There are several advantages to using this model. It allows students to be involved in counseling situations early in their education; it promotes conversations and relations based on the sharing of ideas; it helps stimulate ideas and creative solutions; and it provides opportunities for students to receive feedback concerning their questions. Students use videotape recordings of their work with clients to share in seminar sessions. Class members provide feedback that the counselor can take back to the client. Such activities enrich the counseling process as well as add to the counselor's resourcefulness. (JDM)