Rarely are students given the opportunity to evaluate the total effect of a counselor education program on them as persons, learners, and emerging professionals. This article describes a comprehensive system analysis in which students evaluated their educational experience on such dimensions as faculty‐student communication and decision making, psychological closeness, freedom to express deviant views, sexual and racial bias, and the degree to which the program climate encouraged them to be active rather than passive learners. Results categorized the program as consultative—a system in which power and authority are freely shared yet are not distributed equa