To study the implementation of and support for comprehensive school counseling programs (CSCP), I examined the perceptions and experiences of administrators and school counselors from programs awarded the Alabama School Counseling Program of Distinction. Through a mixed-methods explanatory sequential design, I explored the general research question examining administrator and school counselor perceptions and experiences implementing and supporting CSCPs. Quantitative data were collected through an adaptation of the "Assessment of School Counselor Needs for Professional Development" survey (Dahir & Stone, 2014), which broadly explored participants' perceptions of the priorities, roles, activities, and expectations in implementing CSCPs. The descriptive results indicated substantial agreement ([less than or equal to] 0.19 difference) between administrators and school counselors in terms of perceptions across all subscales, and no statistically significant differences were found. Qualitative interview results revealed four overarching themes: advocacy, collaboration, administrator-school counselor relationship, and use of data. Data triangulation strengthened the findings, which revealed significant agreement among administrator and counselor participants in terms of perceptions and experiences through both study phases. I discuss the importance of the identified themes in program implementation. Implications are presented, such as the need for communication and collaboration, in addition to future avenues of research, including examining all Alabama school counseling programs' implementation and support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]