This qualitative study explores the expectations and preceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate progrma at a southeastern university. The participants responded to an open-endd online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor's roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substatntial concern regarding the time and availability of the school counselor, implications of the use of counselors as school standardized testing administrators, and respondents' desires for school counselors to focus on the severe emotional and behavioral needs of students.