This dissertation presents findings from a qualitative interview based study that examines the language ideological stances of former bilingual educators who now serve as school counselors. Data was collected through interviews, artifact analysis, member checks, and analytical memos with a total of ten participants. The study revealed the majority of participants, seven out of ten, maintain a dynamic bilingualism ideological stance that is evident in their delivery of the guidance curriculum and guidance activities to students. Additionally, this commitment is also extended to the incorporation of translanguaging practices which foster an inclusive environment for students to feel safe expressing their feelings in their language of choice as well as enhancing their comprehension of guidance concepts and standards. Conversely, the three remaining participants adopt an ideological stance that aligns with English dominance and assimilationist ideologies. However, it's noted that this ideological stance doesn't reflect their personal beliefs but rather it's a reflection of institutional constraints that include the provision of guidance curriculum only being given to them in English. Subsequently, this study also highlights the invisible work that is often undertaken by bilingual school counselors to translate and make the guidance curriculum more accessible for linguistically diverse students as well as providing translations for families, all this being done in an effort to provide more equitable school counseling services. The findings in this study contribute to the understanding of language ideologies in educational settings and emphasize the importance of linguistic accessibility and recognition in school counseling spaces. [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.]