An investigation of junior high school counseling programs was conducted to examine existing counseling services and consider possible alternatives and future evaluation. Traditional counseling programs in four junior high schools and a differentiated-staff model in a fifth school were analyzed. Data were collected from surveys, daily work records, and case study reports of most/least successful counseling relationships. Surveys were completed by 161 teachers and teacher-advisors, 450 students, 88 parents, and 9 counselors. Counselors and teacher-advisors also contributed 116 most/least successful case studies and daily word records of 2,200 contacts. The data analysis suggested four major conclusions: (1) counseling and guidance programs were identified as very important services; (2) counselors spent most of their time working with others and meeting with students; (3) greater differences among traditional counseling programs existed than between the traditional programs and the differentiated-staff program; and (4) academic concerns were a focal point of the counseling program. (Although geographically specific, this evaluation could serve as a model for similar counseling program evaluations.) (NRB)