The author presents a critical review of counselor education literature that has focused on student acquisition of theoretical orientations in order to identify the potential of these practices to facilitate critical self-reflection and theoretical fit among students. Two reflective, awareness-based pedagogical models--radical constructivism (E. von Glasersfeld, 1984) and transformative learning (J. Mezirow, 1997)--are also examined. The author concludes by briefly outlining an alternative pedagogical framework called the "Emergence Model," which may enhance the ability of counselor educators to facilitate self-reflection and theoretical fit among counseling students.