This study provides insight into the role of affinity groups within educational environments focusing on the perspectives of school counseling practitioners who facilitate these groups. Affinity groups, designed to bring together students with shared identities or interests, serve as spaces for supportive dialogue, learning, and empowerment. The research study utilizes a qualitative, descriptive phenomenological approach to capture the subjective realities shaped by participants' unique intersecting identities and social contexts. Through in-depth narratives gathered from consenting school counseling practitioners, the study addresses key questions about the definition, operationalization, and implementation of affinity groups in educational settings. The analysis identifies six consistent themes: affinity groups at the Tier 1 level, evaluation, connection, agency, stigma, and safety. Participants' individual stories enrich the exploration of these themes, shedding light on the varied experiences within affinity spaces in educational environments.