Chronic underachievement, as characterized by disproportionate placement of low-income African-American students in low-ability coursework, special education programs, and behavioral remediation persists despite various efforts to address these problems (Children's Defense Fund, 2003; Harris, Brown, Ford & Richardson, 2004; Harry & Klingner, 2006; Lee, 2002; Lucas, 1999; Mickelson & Heath, 1999; National Alliance of Black School Educators [NABSE], 2003; National Center for Education Statistics [NCES], 2007; National Research Council, 2002, Oakes, 2005; Townsend, 2000, 2002). Cultural discontinuity between the home and school lives of low income, culturally diverse students has been proposed as a contributing factor to chronic underachievement and disproportionality (Cholewa & West-Olatunji, 2008; Gay, 2000; Hale, 2001; King, 2004; Nieto, 2004). In fact, there is concern among scholars that many school counselors lack sufficient cultural competence and contribute to the status quo of chronic underachievement and disproportionality of culturally diverse and low-income students (Bemak, 2000; Bemak & Chung, 2005; Lee, 1998). This is especially concerning since recent educational initiatives place school counselors at the center of the education reform movement to improve curriculum and instruction and advocacy for equal opportunity and access to a quality education for all students (Herring, 1997; House and Martin 1998; Keys, Bemak & Lockhart, 1998; Martin, 2002; Stone & Clark, 2001). There is a cognizance that as the number of culturally diverse students continues to increase, the need for school counselors to gain an awareness of their biases, broaden their cultural knowledge base, and develop new strategies that are responsive to the complex challenges culturally diverse students face will also increase (Constantine, 2002; Durodoye, 1998; Herring, 1997; Hobson & Kanitz, 1996; Holcomb-McCoy, 2007; Johnson, 1995; Lee, 1995). This study surveys a national sample of schools counselors using a correlational design to investigate the likelihood of school counselors to recommend students for advanced and remedial interventions based upon students' culturally-bound behavior styles. The results of this study suggest that school counselors' cultural bias may contribute to the overrepresentation of low-income African-American students in remedial special education. The implications for school counselor training and practice are discussed and areas for future research. [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.]