Purpose: This qualitative case study sought to understand and examine school social workers' perspectives on their role within California's TK-12 public school system. Theoretical Framework: Bronfenbrenner and Morris's (2007) bioecological systems theory and Frey et al.'s (2013) national school social work practice model were employed as the theoretical frameworks. Bioecological systems theory provided a comprehensive lens to understand the complex, interrelated environments impacting the social workers' development, and the national school social work practice model guided the practical application of social work principles in educational settings. Together, these frameworks enabled a robust analysis of the multifaceted factors influencing the experiences of school social workers' in California TK-12 public education. Research Methodology: This study used a qualitative case study design to explore the perspectives of school social workers throughout California. Through purposeful sampling, the researcher conducted 15 in-depth, semistructured interviews with school social worker's from nine of the 11 regions in the California Regional Assessment Network. Participants represented elementary, middle, high school, and district educational levels. The district level included those who serve students in multiple schools and those in administrative roles, ensuring a comprehensive overview. The findings provided valuable insights into the varied experiences and challenges faced by school social workers at different schooling levels. Findings and Conclusions: Participants discussed factors influencing how they define their roles, challenges they face, and how roles are defined by others. Analysis of interviews with 15 participants revealed four main themes: (a) clarity of the school social worker role, (b) application of school social work practice, (c) lack of school social work professional development, and (d) ethical considerations for school social work professionals. Recommendations: Implications for practice span school social work professionals, school districts, school leadership, graduate-level social work programs, and state policymakers. These recommendations advocate a holistic approach to addressing the role of school social workers in public TK-12 schools, aligning with the bioecological model and national school social work practice standards. Future research should focus on understanding school leadership and district administrators' perceptions of the school social work role. Additionally, research should explore barriers hindering school districts from integrating school social workers into leadership positions to enhance internal organizational support structures. [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.]