Within this research study, a qualitative phenomenological approach was used to explore the lived experiences of Black master's students (n = 10) who engage in mentorship in CACREP-accredited counselor education programs. The participants in this study represent different ACES regions in the United States, including SACES, NARACES, and NCACES. Six themes were discovered as a result of participants' experiences: (a) impact of mentorship, (b) benefits of mentorship, (c) qualities within mentoring relationships, (d) composition of mentoring relationships, (e) saliency and influence of identity, and (f) barriers to mentorship and program satisfaction. Furthermore, I offer suggestions for increasing support for Black master's students in counseling programs as well as recommendations for supporting the professional and personal development of this population. [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.]