School counselors' roles can be described along a continuum from reactive to proactive. Whereas reactive services respond to crises, provide counseling, and provide other interventions, proactive services include programs provided with the intent to prevent problems before they occur. As increasing demands are placed on students, and as academic tasks become more complex, students' ability to manage time and stress becomes an essential component for academic success. The present study evaluated the utility of time management behaviors for predicting role-related stress among a student sample (N=116). Students enrolled in a college sophomore-level class completed a measure of time management behaviors and an index of role-related stress. Results suggest: (1) an inverse relationship between two factors comprising the Time Management Behavior Scale and role-related stress, as well as statistically significant yet substantively modest predictive utility for the factors; and (2) perceptions about control of time and preference for organization are predictors of role-related stress. The results are discussed relative to school-based counseling and role-related stress management. School counselors can use this information proactively in planning time and stress-management programs. (EMK)