The role of school counselors in our nation's education delivery system is ambiguous and incongruent. A review of the literature suggests school counselors are not fully understood or utilized effectively as key system resources to improve the outcomes of underperforming students. Research shows that minority populations in general and minority students in particular are reluctant to seek counseling services and have been poorly served by the profession overall (Sue & Sue, 2003; Constantine & Sciara, 2008). Given the critical role school counselors play in supporting student persistence and achievement, more research is needed about the experience of African American women who occupy this key position in our educational systems. Rising dropout rates and poor academic outcomes in urban schools make clarifying the role of school counselors a system imperative. This qualitative study used a phenomenological method to investigate the perspectives of African American school counselors working in urban settings. The study explores their experiences and documents the complex weaving of personal dispositions and cultural influences impacting their development of models of helping in urban schools. This research explores the intersection of race and gender as influential social constructs in counseling practice and efficacy and contributes to the body of research on African American professional women. This research documents new frameworks for understanding models of helping which are informed by cultural traditions of collectivism and advocacy strategies based on the complex realities facing urban students. [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.]