Women counselor educators have experienced sexism in the workplace since their inception into the field of counselor education and supervision (CES; Anderson & Rawlins, 1985; De La Garza, 2001; Guttman, 1972; Hoffman, 1996). Due to furtive forms of sexism (Dardenne, Dumont, & Bollier, 2007; Glick & Fiske, 1996; Shnabel et al., 2016) and intersectional discrimination (Constantine, Smith, Redington, & Owens, 2008; Zeligman, Prescod, & Greene, 2015), women in CES have experienced deleterious effects of contemporary prejudice in the form of microaggressions (Sue, 2010a). The CES literature revealed a dearth of implements for the opposition of microaggressions. Photovoice (Wang & Burris, 1994) and hermeneutic phenomenology (van Manen, 1990) were employed in this study to explore women counselor educators' experiences of sexist microaggressions and to field suggestions for the resistance of subtle discrimination. Findings corroborate the continued existence of subtle discrimination in CES, that the report of microaggressions is still met with surprise and criticism, that sexist microaggressions and subtle intersectional discrimination (ID) is detrimental to its recipients, and there are actions the CES community can take to better serve women faculty. CES departments can take measures to create open professional cultures welcoming of microaggression dialogue and experiences. [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.]