There is a dearth of information on the experiences and narratives of minority master's students within counselor education. Although limited quantitative research has been performed illuminating some of the issues minority students might face in higher education, counseling master's students have yet to be the focus of those studies. The purpose of this study was to explore the experiences of self-identified minority students within master's counseling programs. In order to gain deep understanding of the varied lived experiences a student may face, a qualitative inquiry and phenomenological methodology were enlisted. The meanings of the experiences were explored; therefore hermeneutic phenomenology was the best fit. The essential and incidental themes were: Past Trauma/Lived Experience/Minority Experiences, Support and Validation, Congruence/Coming Out/Being Open, Responsibility, Relationship with Minority Status, Cultural Norms, Expectations, and Quitting/ Questioning. Finally, the emergent themes and experiences of participants were told through the lens of an ethnodramatic play. The final product of this research may help counselor educators become informed about the specific needs and challenges their students face. In addition, the play may be able to be used within multicultural classes to provide a mirror for minority students and a learning opportunity for the class. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]