The number of emergent bilingual students in the United States increased by over half a million students between 2010 and 2020, and Texas' school counselor ratios do not reflect the minimum ratio recommended nationally, nor do they reflect the recommended ratio by The Texas Counseling Association, Texas Association of Secondary School Principals, and Texas Elementary Principals and Supervisors Association, putting all students in a more vulnerable position (American School Counselor Association, 2023; National Center for Education Statistics, 2023; Texas Education Agency, 2018). This phenomenological study explored school counselors' experiences when serving emergent bilingual students in rural northeast Texas. The Multicultural and Social Justice Counseling Competencies (Ratts & Greenleaf, 2017) served as the conceptual framework for this study, allowing examination of the intersectionality between school counselor self-awareness, the counseling relationship, and counseling and advocacy interventions that address academic, career, and social/emotional issues with vulnerable populations (Dowden et al., 2021; Ratts & Greenleaf, 2017). Semi-structured interviews with 12 participants addressed the research question: How can school counselors in rural northeast Texas best address the needs of emergent bilingual students? This study identifies key themes for enhancing school counselor communication, school counselor preparation, professional development, and access to culturally relevant services all of which can lead to positive social impact by improving outcomes and promoting educational equity for emergent bilingual students, educators, and communities. [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.]