In recent years, counselor educators have begun to incorporate the use of the reflecting team process with the training of counselors. Specifically, the reflecting team has been used in didactic courses (Cox, 2003; Landis & Young, 1994; Harrawood, Wilde & Parmanand, 2011) and in supervision (Cox, 1997; Prest, Darden, & Keller, 1990; Stinchfield, Hill, & Kleist, 2007; West, Bubenzer, Morrison, & Evans, 1994). To date, no study has investigated the learning processes of counselors in training (CITs) who participate in the reflecting team model within group supervision. Charmaz' (2006) constructivist grounded theory was used to explore the phenomena of interest. This qualitative research study was conducted in collaboration with the participants, in order to construct a grounded theory of the learning process of supervisees who engage in the reflecting team within group supervision. Through qualitative interviews, interpretive dialogue sessions, and a final focus group, the data collected was enriched and deemed accurate by the participants. The categories that emerged in this study included learning style, cohesion, peer learning and self-learning, expectations, challenges, and meeting client needs and from these categories the emergent grounded theory was formed. The emergent grounded theory of the participants' learning process centered on the participants learning how to learn while participating in reflective practice. The results of this study have significant implications for counselor educators, supervisors, and counselors in training and is a starting point for a series of future research studies that could continue to inform the field of counselor education and supervision. [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.]