Although professionals and organizations in counseling and related fields have identified advocacy as an important role of the professional school counselor, researchers have failed to provide data on how practicing school counselors actually perceive and practice advocacy. The purpose of this mixed methods study was to address how school counselors perceived their advocacy role, the degree to which they valued advocacy activities, the types of advocacy activities in which they had engaged, and the advocacy training they had received. A large portion of the research conducted in this study was obtained through a survey based on the three advocacy levels found within ACA's advocacy competencies. Survey participants consisted of 258 certified school counselors whose email addresses were available through the American School Counselor Association's online membership directory. Additionally, the researcher conducted a focus group that consisted of seven school counselors in an attempt to obtain information that would add depth and meaning to questions raised in the survey. The results from the quantitative portion of the study were used to generate descriptive and normative data about participants' perceptions of their advocacy role, activities, and training. Qualitative survey results were classified into six concept-driven categories derived from within ACA's three advocacy levels. This allowed the researcher to explore whether or not this group of school counselors value and are actively engaged at different levels of advocacy. Overall, results from the survey and focus group indicated that although participants thought advocacy at all levels and categories for both students and their families were important, the majority of participants indicated that they were mostly involved in advocacy activities at the lowest level of advocacy and advocated more for students than their families. The results of this study may give some indication of advocacy training needs and what counselor preparation programs and professional development sessions can provide in the way of activities that help support, guide, and motivate novice school counselor advocates [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.]