The professional experiences and practices of school counselors and the interventions they employ while working with adolescent students who self-harm is an underrepresented area within current research. This generic qualitative study provides a rich description and a deeper understanding of the professional experiences and practices of school counselors as they make the journey with their students who self-harm. Utilizing thematic analysis to assimilate and evaluate 12 face-to-face interviews with currently practicing school counselors culminated in obtaining new insights and knowledge pertaining to this significant subject. Four themes resoundingly reverberated within and across the data set. The twelve participants were unified in their definition of self-harm which unanimously included deliberate physical self-harm. The counselors also identified what part in the healing process they perceived to be their role. A third theme which emerged was the actual interventions the participants employed with their students who self-harm, and the final theme revealed the contingent nature of the path each counselor took with each different self-harming steward. The results of this study indicated that school counselors find themselves filling essential roles as one orchestrating the many professionals it requires in assisting the self-harmer to make life preserving choices. These findings also revealed a need experienced by school counselors to gain more training and knowledge regarding effective and efficient interventions which are valid and appropriate in the school setting. [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.]