Using a basic qualitative research design, this author interviewed eight Latino doctoral students in counseling programs about their professional identity development experiences. The author analyzed the data from a Latino Critical Race theoretical perspective to explore the ways in which power and privilege played a role in the participants' professional identity development as Latino doctoral students in a predominantly White American profession. The results supported that ethnicity played a central role in the participants' experiences navigating professional identity within a predominantly White American profession. The three themes that emerged were: (1) being one of the few, (2) navigating professional identity development, and (3) becoming a Latino counselor educator. Further, the participants' professional identity development was like a roller coaster and proceeded in a less linear fashion than the current models explained. The implications for the counseling profession, counselor education, counseling doctoral programs, and Latino doctoral students included: promoting inclusion, creating community, and providing support. [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.]