In 2020, the world faced a significant obstacle that halted day-to-day living: the COVID-19 pandemic. During this time, students from low-income families in communities of color faced additional barriers, such as a lack of healthy food at home, little to no health insurance, and limited access to mental health services. Given these barriers, some students' most stable support system was ultimately at their enrolled school. There was substantial literature on the importance of Professional School Counselors (PSC) supporting students in communities of color. However, many studies and research efforts determined that PSC experiences were associated with non-counseling duties and job stress, leading to burnout (Bardhoshi et al., 2014; Caple, 2017; Fye, 2016; Fye et al., 2020; Kim & Lambie, 2018; Moyer, 2011; Mullen et al., 2018; Mullen & Gutierrez, 2016).This hermeneutic phenomenological study indicated several challenging experiences for PSCs, including perceptions of support, role conflict, and access to resources. Additionally, their experiences aligned well with the strengths-based capitals in Tara Yosso's Community Cultural Wealth Theory Framework. PSCs continue to face the same work-related challenges during the pandemic as they did before. Therefore, they must continue to advocate for their roles and responsibilities to align with what is suggested by the American School Counselor Association. This alignment will allow PSCs to provide academic, behavioral, and social/emotional services to all students, including those in communities of color. [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.]