This study analyzed the use of paraprofessionals as school-community workers (Community Counselors) by the Flint (Michigan) Community Schools. The purpose was to examine perceptions and expectations of this position in order to: organize a framework for the emerging role of the indigenous school-community worker in urban disadvantaged areas; make recommendations for use of these persons; and show the implications of such auxiliary personnel. Using questionnaires, interviews, and documents, data were obtained from administrators of the K-12 program, the Mott Program of the Flint Board of Education, and the Mott Foundation; staff members in elementary schools; parents; and others. Role perceptions and expectations of the Community Counselors were compared with these others. Findings revealed conflicting perceptions and expectations; but there was a high degree of support of the Counselor's effectiveness by parents. Findings suggested that the supervision, orientation, and training of Counselors needed to be improved. The role should be professionalized in terms of specific duties and responsibilities; there should be a specific training program. The name should be changed to School-Community Aide to stem the confusion resulting from the present title. (Author/PT)