The American School Counselor Association (ASCA; The ASCA National Model: A Framework for School Counseling Programs, 2005) developed the ASCA National Model to define the prescribed roles and functions of the professional school counselor. Although the national model initially defines school counselors' roles, counselors find it difficult to align these roles with students' academic achievement. This dilemma results in role confusion and role ambiguity, which may place school counselors at risk for lower levels of self-efficacy. It is important to study how school counselors in the elementary level judge their own effectiveness in relation to their comprehension of their roles defined in the ASCA National Model. In this study, the researcher examined self-efficacy among elementary school counselors in a Western U.S. school district to determine how the understanding and use of the ASCA National Model as well as administrative support influences elementary school counselors' self-efficacy. Data was gathered through electronic surveys administered to elementary school counselors working in a Western U.S. school district. Descriptive and inferential statistics were used to determine the relationship between self-efficacy and two variables: (a) understanding and adherence to the ASCA National Standards, and (b) perceived administrative support for school counselors. One of the most important findings of this study is the need to examine how the levels of self-efficacy of elementary school counselors parallel the standards of ASCA National Model. If an elementary school counselor has low self-efficacy in their roles and responsibilities, they may feel ineffective, unsatisfied, or not supported by administration. [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.]