This study explored the impostor phenomenon experiences of early career counselor educators fulfilling faculty responsibilities within CACREP-accredited counseling programs in the United States. Impostor phenomenon, which negatively impacts well-being and work quality, is prevalent among higher education faculty, yet little research addresses its effects on early career counselor educators. Using a qualitative interpretative phenomenological analysis, this study analyzed data from semi-structured interviews with ten early career counselor educators. The findings reveal that impostor phenomenon diminishes confidence and enjoyment in fulfilling the five pillars of Counselor Education and Supervision, limits engagement in research and leadership activities, impedes professional identity development, and causes participants to question their career choice. Factors exacerbating these experiences included unsupportive departmental cultures, marginalized identities, CES expectations, and the participants' early career status. Despite these challenges, participants identified strategies to combat impostor phenomenon, including taking action, reframing self-perceptions, and fostering connections with others. These strategies helped mitigate the power of impostor beliefs and feelings. The findings highlight the resilience of early career counselor educators and emphasize the need for counseling program administrators to improve the transition process for new faculty. Recommended strategies include implementing mentoring programs, fostering open conversations about impostor phenomenon, and assessing departmental diversity, equity, and inclusion practices. [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.]