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Research training is critical for doctoral students in CACREP-accredited CES programs as it prepares individuals to become high quality research producing faculty at colleges and universities. However, there is a need for improvement in research quality in the field of counseling. The purpose of this study was to examine research preparedness of tenured and tenure seeking faculty (hereinafter faculty) to gain an in-depth understanding of what contributes to junior faculty's adequate or inadequate preparation for research in their CACREP-accredited CES program. Data were collected using a set of semi-structed interview questions with probes as needed. The qualitative analysis indicated that key informants were satisfied and felt adequately prepared to conduct research in their research courses if they received an opportunity to collaborate on a research project with faculty during their doctoral studies. Individuals who did not receive an opportunity for faculty-student research collaboration in addition to their research courses did not feel adequately prepared and were dissatisfied with their doctoral level research training. Data analysis further implied that junior faculty research productivity and additional research training was supported by mentorship within or outside of their academic department. The findings from this study generated implications for faculty, doctoral students and CACREP-accredited CES programs. [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/en-US/products/dissertations/individuals.shtml.]