Despite the emphasis within the school counseling field for school counselors to support students with disabilities, a dearth of research has focused on the elementary school counselor role specific to students with disabilities. School counselors contribute to students' academic, career, and person-social development, as well as student overall success. However, administrators, teachers, and parents perceive the roles of the elementary school counselor differently. To address this gap in the literature, a qualitative single-case study was designed to examine a school counselor's and stakeholders' perceptions of the role of an effective elementary school counselor in supporting students with disabilities. An ecological perspective was used to analyze interview data into emergent themes which were situated in overarching categories. Findings from the current study highlight the role of the school counselor and the importance of the interactions among the school counselor, the school, and the community to support students with disabilities. Implications for school counseling practice with students with disabilities, and recommendations for future research are discussed. [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.]