Counselor education programs are obligated by accreditation standards and professional codes of ethics to identify counselors-in-training whose academic, clinical, and personal performance indicate problematic behavior that would potentially prevent them from entering the profession (McAdams, Foster, & Ward, 2007; Rust, Raskin, & Hill, 2013). Despite these obligations, there are no systematic criteria by which to address problematic behavior. This content analysis describes policies used by the Council for Accreditation of Counseling and Related Educational Programs' doctoral counselor education programs that define, assess, and remediate problematic behavior.