This study was conducted to examine counselors' experience of providing services to looked-after children in the United Kingdom. The generic qualitative design was used. A purposeful sample of 15 counselors was used and semi-structured interviews were conducted. Interviews were transcribed and analyzed using thematic analysis and constant comparison. Six overarching themes were identified: (a) Looked-after children are affected by long histories of emotional and psychological abuse; (b) these children need regular and sustained therapy; (c) they lack self-motivation and remain disengaged from classroom activities; (d) they have difficulties trusting adults around them; (e) building structures and boundaries are essential for enhancing their educational achievement; and (f) consistency between inter-agency relations in the provision of care and services encourages these children to believe that they are valued. The findings also included the reasons why these children are relinquished into care and how the trauma affects their emotional and mental regulation. The counselors also outlined ways looked-after children could be supported emotionally and mentally to achieve their educational goals. The findings were consistent with earlier literature on the impact of emotional and psychological abuse on children's learning. The study also offers care providers with rich information about how to further support the children so that they are not left behind their peers socially and educationally. [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.]