The author critiques an article by Hipolito-Delgado and Lee ("Empowerment Theory for the Professional School Counselor: A Manifesto for What Really Matters," Professional School Counseling, v10 n4 p327-332 Apr 2007) in which they use empowerment theory as a springboard to determining "what really matters" in professional school counseling. He points out that in their article, it appears that the notion of empowerment is secondary to a counselor's understanding of oppression and marginalization. This view may detract from a broader objective that everyone might benefit from the use of a theory or model of practice that encourages students to self-reflect, increase their awareness of development, fight social injustice, reach out to others in caring ways, and practice other attributes we could assign to personal empowerment. If empowerment theory is a viable vehicle for professional counselors to adopt in serving school populations, then it must be worth using for all school populations, not only members who have a history of oppression. The author of this article also questions Hipolito-Delgado and Lee's apparent grouping of many people who have had oppressive life experiences and assigning causal relationships to a lack of school or life success. The author then wonders if Hipolito-Delgado and Lee's article could have been more successful in conveying the use of empowerment theory by focusing on how school counselors could use this theory for themselves in becoming more proactive helpers. Several recommendations are made in encouraging Hipolito-Delgado and Lee and other practitioners consider what research agenda might be useful in discovering the efficacy of empowerment theory as a structure for school counseling programs and services.