This paper explores a significant development that has impacted on health and social service education over the past two decades: the rise of pluralism and its implications for the theory, research, and practice of counsellor education. The impetus for the research was a concern by the researcher that with counsellor educators drawing from an ever increasing and diverse range of theoretical ideas and viewpoints, that theories are utilized in counsellor educator programmes in an interrelated and not merely haphazard manner. This small auto ethnographic study draws on the reflective conversations between the researcher and two counsellor educator colleagues to explore how educators are drawing on theories in such diverse theoretical times, and what is being required of tutors to achieve such interrelatedness. Findings of the study highlight that there is an acute awareness by educators of the demands of the pluralist climate, with educators looking less to their being a distinct theoretical framework(s) permeating a course to ensure interrelatedness rather, theories are being selected far more pragmatically for their usefulness to students in complex and diverse practice situations. The study suggests that educators are looking to threading key emphases throughout their programmes to ensure interrelatedness; these include students developing the capacity for collaborative relationships, and a modelling of the “dialectic of conviction and uncertainty” (Downing, 2004, p. 138) in the classroom.