This study is designed to provide some concrete data concerning the role of social class as a determinant in the decision-making process of counselors in the public school system. Subjects for the study were elementary school and special counselors from a large Southwestern public school system; all were females. After reading identical, hypothetical clinical descriptions and differentiated accounts of the alleged family situation of a boy with behavior problems, the subjects were asked to respond to a list of possible courses of action. The results of this investigation lend support to the previous findings that social class is a significant factor in influencing expectancies and behavior of those in the helping professions. Examination of the responses of the two groups suggests that when the child is identified as having upper-class status, there is a greater willingness on the part of the counselor to become ego-involved in the management of the child who seemed "more important," and worthier of attention, than when the youngster is of lower-class status. (Author/JW)