Many young children with disabilities have unique personal/social needs in addition to academic issues related to their disability. Current research suggests a number of personal/social difficulties that come with a diagnosis of a physical disability, emotional disorder, or learning disability. This article presents the results of an ethnographic study that examined how three elementary school counselors meet the personal/social needs of students with disabilities. For this study, the term "students with disabilities" included any student with a disability who was receiving special education services in each counselor's school. Counselor strategies, reliance on theories, and use of the ASCA National Model[R] are explored. Critical themes to emerge out of this study included the influence of the ASCA National Model, advocacy, the variety of counseling strategies, collaboration and teaming, and leadership. Implications for school counselors are presented.