Group dynamics can affect a class's ability to achieve its educational goals as well as a supervision group's overall efficacy. We conducted a phenomenological study of six Master's-level counseling students whose goal was to create a course. In the process of observing the students' behavior, we witnessed all six group members take on roles that affected the group dynamics and the learning environment. As counselor educators and supervisors, it is important that we recognize these dynamics, understand their effects, and know how to manage them appropriately.
