This paper deals with suggestions for elementary school guidance program development. (1) The guidance program should be constructed on the needs of the individual school and its unique attributes. Stereotyped programs should be avoided. (2) The counselor's most important attributes are knowledge and skill in the art of human relations. (3) The initiation phase, including the development of program labels, is all important since the expectations for the program are set at that time. (4) The counselor should approach the staff with the philosophy that other personnel are to be accepted as they are, and that the counselor's purpose is that of service and assistance, rather than expert supervision. (5) Decision making with regard to objectives and program directions should be a cooperative venture in which administration, school staff, and the counselor participate together. (6) The counselor should avoid being identified with either the administration or the instructional staff. (7) A communication system which effectively interprets the guidance program operation, its purposes, and its goals is essential for program development and progress. (Author/KJ)