Although school counselors recognize that students and school personnel possess some type of spirituality, regrettably, this topic has garnered little attention in the school counseling literature. With the publication of this issue, this noticeable gap in the literature and the much delayed dialogue about this topic begins. By way of introduction to the subsequent articles, the objectives are overviewed, provided a rationale, the meaning of spirituality is defined, and the content of this special issue is summarized. This special issue was framed with specific goals in mind. Articles needed to be: (1) broad in interest and direction; (2) germane to readers of various spiritual shades; (3) a starting point for further conversation among school counselors and counselor educators about how to ethically incorporate spirituality into their particular areas of influence; and (4) credible to both school counseling practitioners and scholars. As such, this topic is quite timely, especially given the American Psychological Association's recent edition of its flagship journal, American Psychologist (Miller & Thoresen, 2003a, 2003b), addressing the intersection of spirituality and emotional-mental well-being and physical health. Moreover, the American Counseling Association has long recognized the importance of spirituality to counselees' and counselors' lives by publishing numerous articles and books on the topic (e.g., Hinterkopf; 1998; Kelly, 1995; see also articles in Counseling and Values journal). Oftentimes, students' spirituality, cannot be satisfactorily verbalized but it contributes nonetheless to their "meaning-making" processes.