This is a case study from Singapore. The purpose of the study is to critically enquire into the ways in which school counsellors working in Singapore's secondary school system describe and experience their role, and to identify key themes arising from the study. In-depth interviews were conducted with 11 participants, and an adapted grounded theory methodology was used to guide the data collection and data analysis process. Findings showed that the role experienced by the counsellors was less restricted to role base, but operated on a multi-faceted role description regime. The multiple approaches reveal the strengths of the system and were consistent with the literature; however, there was a need for a more effective collaborative systemic model. Hence a school counselling model is proposed as a result of this study to give insight into, and provide support for, the counsellors' role in the development of pupils in a school setting.