Distance learning is a growing educational delivery method for Counselor Education and Supervision (CES) doctoral students. At the time of this study, no research existed regarding the research self-efficacy (RSE) of distance learning CES doctoral students. Historically, the lack of RSE among counselor educators has been a chronic issue. However, research addressing contributors to improving RSE among distance learning CES doctoral students is unknown. The purpose of this study was to assess and provide data on current perceptions and predictors of RSE among distance learning CES doctoral students. Two theories were used to conceptualize the key variables which were Lent et al.'s unifying social cognitive theory of career and academic interest, choice, and performance framework, which was adopted from Bandura's social cognitive theory and Geslo's research training environment framework. A cross-sectional survey research design was used to investigate distance learning CES doctoral students' predictors of RSE. Purposive and snowball samplings (N = 37) were obtained from eight targeted universities in the United States. The RSE scale was used to measure RSE, and demographic data were collected. The results indicated that research outcome expectations are a predictor of RSE among distance learning CES doctoral students. The research training environment and research interest were not statistically significant predictors of RSE among distance learning CES doctoral students The improvement of RSE among future counselor educators may stimulate improvement in counseling interventions, theories, and policies related to the profession assisting in positive social change. [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.]