Background: The demanding nature of counsellor education necessitates support provisions for trainees which promote learning and development. While clinical and academic supervision, as well as personal therapy, can be important sources of support and learning, they are targeted at specific aspects of the trainee experience.Aim: In this study, we examine the need for additional provisions that are integrative, phronetic and, although related to core training, separate from it, allowing trainees to bring together theory, personal experience and practice in a safe space. We present a study investigating student and staff experiences of using a system of ‘Personal Tutorials’ designed to provide phronetic and integrative support, which is in operation at our institution. Our study sought to explore the ways in which students made use of this system and what helped or hindered them in using it integratively.Methodology: Focus groups were conducted with students, core staff and Personal Tutors involved in this provision. Data were analysed following a reflective team-based approach (Siltanen, Willis & Scobie, 2008).FindingsOverall, trainees appreciated having a dedicated space to explore their learning with a nonassessing tutor and used this provision in a number of ways that advanced their personal and professional development.Implications: An external Personal Tutor seems to be providing trainees with an additional phronetic source of support that balances individual and group learning and advances the overall training experience.