Glenn Hills College Preparatory Charter High School (GHCP) fosters college access for Black students who are first generation college-bound and living in poor neighborhoods. To help GHCP students make the transition to college, the school's counselors work to fulfill a variety of targeted roles and responsibilities. This study examines the perceptions of the counseling staff regarding the manner in which they fulfilled their roles and responsibilities. The GHCP counseling staff was interviewed to determine how they provided norms and resources to enhance the viability of college access for their student population. Results of interviews show how counselors imparted an array of academic and social support to meet their students' educational and social backgrounds as well as their college planning needs.