This study surveyed pre-service administrative internship students (N = 61) at an urban Midwestern state university to explore factors that influence duties assigned to school counselors at the elementary, middle, and high school levels. Results indicated variation in duties assigned by pre-service administrators based on school building level. Significant relationships were present between duties assigned to school counselors and methods of learning about the duties by pre-administrators, as well as duties assigned and the pre-service administrator's personal experience with school counseling services. Specifically, all methods of learning and personal experience influenced duties recommended for high school counselors; and field service experience and an inability to pinpoint how learning occurred were influential in duty assignment at the middle school level. Implications for school counselors and counselor educators are provided. (Contains 3 tables.)