Hipolito-Delgado and Lee's article entitled "Empowerment Theory for the Professional School Counselor: A Manifesto for What Really Matters" represents an important contribution to the school counseling literature for two reasons: (1) It helps to expand a growing knowledge base related to the work school counselors can do to foster the individual and collective empowerment of students from marginalized and disenfranchised groups in the United States; and (2) It outlines numerous pragmatic intervention strategies that school counselors are encouraged to use to stimulate the healthy development and empowerment of students in these groups. By reflecting on the suggestions presented in their article and implementing the numerous intervention strategies that Hipolito-Delgado and Lee discussed, school counselors are better able to realize new and untapped dimensions of their students' as well as their own personal and professional empowerment. In this article, the authors present their reactions to Hipolito-Delgado and Lee's article. They hope to build on the two points listed above by: (1) Offering comments that are intended to extend Hipolito-Delgado and Lee's discussion of the need to foster student empowerment especially among students in devalued and marginalized groups, and (2) Providing an alternative theoretical framework that more succinctly captures the comprehensive nature of the authors' proposed interventions.