This dissertation is an existential-phenomenologically based investigation into the experience of being loved and accepted by someone one recognizes as a spiritual teacher without any possibility that that love and acceptance will be withdrawn because of anything one might or might not say or do. The literatures of Western psychology and spiritual traditions from around the world (Buddhist, Hindu, Native American, Jewish, Christian, and Sufi) provide the background for this work. Twelve participants assisted in this study, providing experiences with teachers primarily from the traditions listed above. Their participation initially consisted of writing their descriptions. Two participants chose instead to tape record these initial descriptions. Participants then took part in a follow up interview which provided them an opportunity to share any additional insights which came to mind. Colaizzi's existential-phenomenological methodology provided a model for the research. Eleven comprehensive constituent themes were garnered from the data. Of these, five were cited by all twelve participants. These five themes are: a heightened sense of understanding/commitment to the spiritual/sacred; the experience as psychologically therapeutic; the experience as profound; transpersonal/metaphysical qualities; and, encouragement to find/manifest/express one's authentic self nature. Four themes were found in eleven of the protocols and they are: the experience as continually influencing/inspiring/unfolding; heightened awareness of one's authentic self nature; a shift in perception of self in relationship to other/world; and, the teacher as having nurturing qualities. Two of the themes were stated as being part of the experience of ten of the participants. These themes are: mutuality and a heightened awareness of unconditional love within one's own being. This experience of love and acceptance was seen to be experienced as a process of transformation in which the participants also experienced nurturing qualities from the teacher and encouragement to find and be their authentic selves. The profound nature of this experience developed into mutual love or caring between teacher and student and also experiences of deeper and relatively untapped inner realities and/or a greater awareness of the divine. This process begins to bear fruit in terms of the student's continuing psychological growth regarding relationships with self, others and the world.
