Countertransferential and other types of personal responses to candidates are inevitable among psychoanalytic educators, whether they be supervisors, progression advisors, the progression committee as a whole, or course instructors. Nonetheless many educators remain unaware of these phenomena - despite the robust literature on this subject - perhaps because we do not like to think of ourselves as having potentially deleterious personal reactions to younger colleagues with whom we have significant and highly valued relationships. The sources and multiplicity of ways in which countertransferential and other personal responses may manifest themselves are elaborated. Especially when unrecognized such responses can significantly compromise rich and effective dialogue with candidates about their development, which is an invaluable aspect of the educational process. An example is presented of how unrecognized personal responses of a supervisor compromised the educational experience of one candidate until their impact was noted and addressed by the progression committee. Two recommendations are made to mitigate the sustained impact of such responses. One is ensuring that faculty members and candidates alike are familiar with the inevitability of these reactions, their multiple sources, and signals of their presence. The second is creating forms of consultation to bring these phenomena to awareness.