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The purpose of this qualitative study was to critically examine the lived experiences of 13 primary and secondary school site principals regarding their perceptions of a school counselor’s role and responsibilities to identify discrepancies and explore how those perceptions influence student achievement and equity in schools. Despite school counselors’ acknowledged importance in the educational community, there remains variability in principals’ perceptions of and support for their roles and responsibilities. This variation may determine the extent to which school counselors can effectively and efficiently facilitate student achievement and promote equity in schools, as principals play a key role in hiring, dismissing, utilizing, and assigning their duties. The research methodology utilized in this study is a phenomenological qualitative approach as I engaged in a systematic process of inquiry utilizing the literature reviewed, conceptual framework, problem of practice, and research questions as key components to guide the research. The findings revealed variations in perception that can affect the extent to which school counselors effectively and efficiently facilitate student achievement and promote equity in schools. As the findings revealed a lack of knowledge and awareness gaps regarding the ASCA and a comprehensive school counseling program (CSCP), I recommend that school and district administrators familiarize themselves with the ASCA national model and what a CSCP encompasses. Implementation of an ASCA-aligned CSCP would provide consistency and guidance for principals and provide quantifiable benefits for students, families, and individual school sites. In addition, the model serves as a guide for principals on how to appropriately recruit, hire, and evaluate school counselors and simultaneously highlights appropriate and inappropriate roles and responsibilities. It is the school district’s responsibility to guide change by setting clear policies, increasing professional development opportunities, allocating resources, and providing direction to administrators. District administrators must prioritize the enhancement and development of the school counseling profession so that primary and secondary grade level principals have clear direction and knowledge on appropriate roles and responsibilities, as the interviews revealed diverse perceptions.