Burnout is a topic that brings about much debate. Although the literature on burnout has examined its significance to educators and mental health professionals, little school counselor research has focused on the field of school counseling and the individual experiences of school counselors. School counselors are unique participants within the educational system and their specific roles enable them to promote wellness and success of students in grades K-12. This descriptive phenomenological study investigates the school counseling profession by exploring the daily experiences of ten middle and high school counselors. The use of in-depth interviews identified prominent themes common amongst participants who shared their lived experiences about the field of school counseling. A predominant need each participant shared was the aspiration to feel appreciated, to have a support system, and enjoy their job by streamlining their functions. As a whole, school counselors are impacted from emotional exhaustion as they are detached and view their problems as insurmountable. The study also revealed a reduction in productivity and overload of both physical as well as emotional fatigue. Despite school counselor's capacity to be change agents, they are overlooked as they are not treated based on their training as an integral part of education. The current organizational structure overseeing school counseling positions are managing job functions in a direction that cause many school counselors to be more clerical focused versus student focused. [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.]