Counseling ethics competency is an important part of counselor identity development as required by the counseling profession training standards, and counseling ethics education is one major component of knowledge acquisition in counseling profession. Counselor educators and counselor education training programs have a core responsibility to provide personal and professional preparation foundation for counseling students. The purpose of this qualitative research was to conduct an interpretive case study to explore, understand, describe, and interpret how first year master's level counseling students learn, understand, experience, and apply counseling ethics education to their evolving professional identity and work in the program. The researcher was the primary instrument for data collection and analysis. Data included field notes during weekly classroom observations, selected participants' documentations, and individual in-depth interview transcripts. The researcher developed coding categories using NVivo10. Tentative themes emerged, were refined, and became the five emergent master themes for this research: education foundation, education integration, education application, education assimilation, and education appreciation. This research found that counseling ethics education was more than just content acquisition from textbooks. It included other salient elements such as safety, connection, respect, engagement, accountability, reinforcement, application, personalization, and teamwork. Research findings implications, implications for counselor educators, implications for counselor education training programs in Malaysia, and future research opportunities were thoroughly discussed in this research. [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.]