Emphasizing the importance of creating an environment where people feel comfortable talking about their feelings, anxieties, and concerns, this chapter stresses that therapeutic learning be considered experiential learning. This can be encouraged in a group setting when coaches interpret successfully the hidden connections and transferential actions resulting from a set problem. However, certain factors will need consideration. First, timing is crucial—interpretations will not be heard/be effective if the individual is undergoing emotional crisis. Second, the person needs to be confident that the group is a safe transitional place where they can “play” and experiment with new ways of behaving. In this space, everyone who presents will have some effect on other group members who, via countertransference, will come to imagine themselves in the presenter’s place. In this way—i.e., by using the group as a projective screen—an extremely complex interpersonal encounter happens that intertwines past and present experiences. Third, coaches need to know when to listen and let the group to arrive at solutions. Change, however, requires conscious and unconscious conceptual processing, and demands many repetitions if one is to recognize new realities and practice new ways of thinking. Only then can the process of internalization be achieved.