This study examines the relationships between the normative and resource dimensions of a high school counseling department and four-year college-going rates. Utilizing data from the High School Longitudinal Study of 2009 (HSLS: 09), we employ multiple regression and latent class analysis to identify salient factors related to the college-going culture of a high school and to classify schools according to their underlying counseling opportunity structure, respectively. Results demonstrate that both norms (i.e., average caseload and hours spent on college counseling) and resources (i.e., college fairs, college course offerings, and financial aid) are important predictors of a school's four-year college-going rates. These results, in turn, produced a three-level typology of schools based on a divergent, emergent, and convergent classification system. The study concludes with a discussion of findings and implications for researchers and policymakers interested in improving and better understanding the counseling opportunity structure.