According to the American School Counselor Association (ASCA; "The ASCA National Model for School Counseling Programs," 2003), school counselors are trained to counsel students regarding academics, social and emotional issues, attendance, and so forth. Because of the growing number of students who are at risk of academic failure, it seems essential that there are enough school counselors in place to help these students improve academic achievement. The achievement gap between economically strong European American students and economically challenged minority students, the latter of who are at risk of school failure, has become a major concern in U.S. education (R. J. Shavelson & L. Huang, "Responding Responsibly to the Frenzy to Assess Learning in Higher Education," 2003). This research offers an in-depth look into whether school counselors are expected and encouraged by administrators to have a concrete role regarding academic achievement for at-risk students. This study used a qualitative methodology with a multiple case studies design that incorporates observations and personal interviews. The multiple case studies design allowed the presentation of opinions of school leaders and school counselors regarding at-risk students and academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]