This article describes a clinical investigation of student-therapists’ use of the miracle question (MQ). Data used for this project came from transcribed role-play videotapes by six student-therapists. Transcripts were coded, and findings highlight challenges that prevent beginning therapists from effectively using the MQ. The primary themes that emerged were problems related to introducing, framing, and following up on the MQ. Practical recommendations are offered for improving therapist training in effective use of the MQ
