This paper provides information regarding the particular factors that influence the work of urban school counselors, reviews the school counseling training standards set forth by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and explores the additional training needs of urban school counselors. Student diversity, a lack of resources, poverty, family issues, violence, and high drop-out rates characterize counseling concerns in urban schools. Urban school counseling programs must include studies that provide students with an understanding of the coordination of counseling to the total school community, and the leadership skills needed to initiate collaborative efforts with other school personnel, outside agencies, and businesses. Urban counselors must have skills in family development and family intervention, dealing with violence, and career counseling. Despite the usefulness of CACREP standards in preparing school counselors, counselor educators should begin exploring and discussing the flexibility of the standards so that urban school counselor training needs are addressed. Counselor educators who work in programs that can be characterized as predominately urban must develop and implement preparation models that can account for the unique relationships and circumstances found in urban schools. Suggestions for training urban school counselors are given. (EMK)