The goal of this report is to shed light on how counselors view the persistent attachment to calculus in college admissions. This report examines how high school counselors interpret admissions offices' expectations, driving their advice that students maximize calculus opportunities. The conclusions are based on a survey and interviews conducted in partnership with the National Association for College Admission Counseling (NACAC). In addition to considering how to align students' math courses with their aspirations, it explores ways of supporting equitable access to advanced math courses and alleviating the academic pressure experienced by many students.