Children who suffer from traumatic events such as child sexual abuse are exposed to many different symptoms that can affect their educational success. School support personnel have a unique opportunity to assist students who have experienced trauma from sexual abuse, especially since students spend most of their time in a school environment. Specifically, school social workers and counselors are the assigned school support personnel working with this student population. This study focuses on their work experiences and the strengths and challenges that may exist in school social workers and counselors who work with child survivors of sexual abuse trauma. A qualitative methodology was used, and phenomenology was the theoretical framework that guided the study. Interpretive phenomenological analysis was used to analyze and interpret the data collected. The results show that school social workers and school counselors are the correct school support personnel to work with survivors of child sexual abuse. They are trained and skilled to assist them; however, due to the lack of time available, a large number of caseloads, and a limited number of licensed social workers and counselors, in-depth work with this population of students is difficult to achieve. [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.]