The American School Counseling Association (ASCA) implemented standards that aid the professional school counselor via a comprehensive program to serve all students (ASCA, 2019). This study examines secondary school counselors working in RAMP and non-RAMP designated schools. The designation of recognized ASCA model programs (RAMP), which awards schools when they successfully implement comprehensive programs, leads one to believe that RAMP programs exhibit effectiveness, while understanding that lacking RAMP certification does not mean a comprehensive school counseling program does not exist. The current study surveyed secondary school counselors' attitude, self-efficacy, and opinions toward work with students with disabilities. An independent samples t test explored group differences among secondary school counselors working in RAMP and non-RAMP designated schools. A MANOVA determined the variance of self-efficacy and attitudes of secondary school counselors working in RAMP and non-RAMP designated schools toward students with disabilities. Results of the study indicate there are not any differences in the attitudes, self-efficacy, and opinions of secondary school counselors working in RAMP and non-RAMP designated schools. Future implications for school counselors are to increase training in the area of Response to Intervention (RTI) and special education as the need and population grows within school systems as well as determining standards on how effectiveness of school counseling programs can be measured. [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.]