<p>Black women in Counselor Education and Supervision (CES) programs encounter intersecting racialized and gendered stressors that heighten emotional exhaustion and contribute to attrition. This mixed-methods study examined how supportive networks relate to exhaustion and persistence among Black women doctoral students in CES. Quantitative data from an online survey (<i>N</i> = 51; M age = 35.78) assessed perceived social support and emotional exhaustion across enrollment statuses. Because the assumption of equal variances was not met, group differences were tested using Welch’s ANOVA with Games-Howell post hoc comparisons. Results revealed significant differences across enrollment statuses, with large effects for both emotional exhaustion and perceived social support. Withdrawn students reported the highest exhaustion and the lowest support, while graduated students reported the most support. Qualitative data from individual interviews and a focus group (<i>n</i> = 10) were analyzed using a modified Straussian Grounded Theory approach. Open, axial, and selective coding identified core categories linking peer mentorship, counter-spaces, and culturally responsive environments to reduced exhaustion and stronger commitment to degree completion, while the Strong Black Woman schema and experiences of marginalization amplified strain and hindered help seeking. Member checking at two points, after individual interviews and following the focus group, and triangulation across data sources, enhanced credibility. Findings support the need for CES programs to implement formal mentorship, culturally affirming peer networks, and faculty practices that address microaggressions and support well-being within the program curriculum. These steps may mitigate emotional exhaustion and improve retention for Black women in CES.</p>