The Council for Accreditation of Counseling and Related Education Programs (CACREP) specifically addresses the need for counselor preparation programs to integrate diversity throughout their entry-level instruction (CACREP, 2015). For instance, Section 2.F.2. of the CACREP's standards includes several considerations regarding diversity and multiculturalism, providing counselor educators with considerations regarding clients' help- seeking behaviors, identity, advocacy, counseling, oppression, and discrimination (CACREP, 2015). Furthermore, a preponderance of counseling literature advocates for counselor preparation programs to include the voices of individuals belonging to systemically oppressed or marginalized groups (Hoskins & Golberg, 2005; Liu, 2005; Stadler, Suh, Cobia, Middleton, & Carney, 2006; West & Moore, 2015). Thus, research specific to understanding African American master's students' interactions with faculty may supplement existing literature specific to pedagogy, supervision, mentorship, and the practice of culturally-responsive counseling. 10 African American male counseling students enrolled in CACREP-accredited master's programs were individually interviewed via ZOOM technology , using semi-structured questions to explore their interactions with counseling faculty. The content of participants' interviews was analyzed through the lens of African American Male Theory (AAMT), using a multi-step content analysis procedure to identify seven themes. Findings, implications, and recommendations for future research are presented here. [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.]