This qualitative study identified and explored the experiences of counselor educators living their Preferred Teaching Narratives (PTN). The methodology used was Interpretative Phenomenological Analysis (IPA; Smith et al., 2013) because of the focus on interpreting personal lived experiences (Landscape of Action; Bruner, 1986) and interpreting the meaning (Landscape of Consciousness; Bruner, 1986) of those experiences (Smith, 2011). The research question was: "What experiences (Landscape of Action) do exemplary counselor educators identify as being consistent with their PTN and what meanings (Landscape of Consciousness) do they make of their experiences and narrative?" Eight exemplary counselor educators participated in the study. During two semi structured interviews, they were asked to identify their PTNs and asked about their experience of living their PTNs in the classroom. Data analysis was completed using the guidelines for IPA. Six super-ordinate themes emerged from this process. Exemplary counselor educators experienced the following when teaching in alignment with their PTN, they: (a) perceive students' internal experiences during class, (b) have the courage to be vulnerable and authentic in the classroom, (c) are aware of how they use power in the classroom, (d) build relationships with students, (e) connect teaching to a larger mission, specifically a "sacred responsibility" to future clients, and (f) are aware of internal experiences as a teacher. Recommendations for counselor education programs, future research, and limitations and delimitations of the study were shared. [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.]