The Council for Accreditation of Counseling and Related Educational Programs (CACREP), American Counseling Association (ACA), and American School Counselor Association (ASCA) are the leading professional organizations in the field of counselor education that guides master's level school counselor education. Cultural, multicultural, and social justice counseling competencies have been one of the core areas in school counseling training, which aligns with the professional standards and ethics of CACREP (2015), ACA (2014), and ASCA (2019c, 2022a). This training focus aligns with the promotion of diversity, equity, inclusion, and belonging (DEIB) emphasized in counselor education, school counseling, and higher education. This study focuses on Asian international school counseling students' everyday experiences in CACREP-accredited programs to capture the ruling relations in the field of counselor education. The starting point of this study were the disjunctures that appeared in the process of Asian international school counseling students training to promote DEIB following the ethical and professional standards of counseling professional organizations (ACA, 2014; ASCA, 2019c, 2022a; CACREP, 2015). Yet, Asian international school counseling students shared they felt not belonging and were isolated, and experienced biases, stereotypical perspectives, and discrimination from others in CACREP-accredited programs and K-12 school settings (Wang, 2021). Disjuncture is unavoidable. Exploring disjuncture creates a pathway to move from the actualities that people experience to the ideal that institutions aim to achieve (Smith, 2005). In this study, the researcher used institutional ethnography (Smith, 1974, 1987, 2005, 2006) as the methodology. The study involved five participants with data collected through a 60-90 minute semi-structured Zoom interview with each participant. There were three primary findings: (1) Asian international school counseling students' location within DEIB work; (2) disjunctures in Asian international school counseling students' everyday experiences; and (3) the ruling relations embedded in the textual mediation across professional organizations and beyond under the notion of promoting DEIB. Discussion of the findings, limitations and recommendations for future studies, and implications for counselor educators and supervisors, counselor education programs, and counseling professional organizations are presented. [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.]