A qualitative, grounded theory framework was utilized to examine the concept and development of research identity (RI) in master's-level counseling students and master's-level practicing counselors. The data sources of individual interviews, a focus group, and a document analysis supported the emergence of 10 primary themes. A total of 17 participants were involved in the individual interviews; six were involved in the focus group interview; and 50 CACREP-accredited counseling program mission statements were explored to assess research focus. The findings demonstrate that master's-level counseling student/practitioner RI development occurs on a continuum and can be best categorized into three stages: stage one, stagnation; stage two, negotiation; and stage three, stabilization. Elements of each stage were examined and identified as well as facilitators of various levels of RI. [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.]