This study examined the perceptions of school counselors regarding administrative supervision practices in K-12 public schools in South Carolina. Specifically, the goal was to gain insight into how school counselors view current building-level supervision practices in relation to Pajak's Twelve Dimensions of Supervisory Practice, as well as how they feel that administrative supervision should be conducted in order to determine whether a problem exists. While extensive information exists in the literature regarding supervision, especially as it relates to teachers, very little of that literature addresses administrative supervision of school counselors. In order to examine the perceptions of school counselors, the Dimensions of Supervisory Practice instrument from the 1989 Association of Supervision and Curriculum Development study was used with slight modifications to more accurately reflect the role of school counselors. The survey was administered to members of the South Carolina School Counselor Association, a state-wide professional counseling association. Results from the survey indicated that a significant gap between the way that school counselors feel supervision is currently conducted and the way that they feel supervision should be conducted exists for eleven out of twelve dimensions. The eleven dimensions are Staff Development, Planning and Change, Communication, Curriculum, Instructional Programs, Service to Counselors, Observation and Conferencing, Problem Solving and Decision Making, Research and Program Evaluation, Motivating and Organizing, and Personal Development. The only dimension not found to have statistically significant variation was Community Relations. [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.]