The purpose of this study was to contribute to the fields of school leadership and school comprehensive guidance and counseling programs. The study examined future administrators' awareness and knowledge of the Missouri Comprehensive Guidance and Counseling Program before and after receiving instruction on the program. Included in the instruction was the program's potential for improving academic achievement and school climate when more fully implemented. A mixed-method research approach was used with a heavy emphasis on qualitative inquiry. The study included 25 students beginning their Doctoral program in Educational Leadership at a small private university in Missouri. A pre- and post-survey and quiz was taken by each of the participants. Then two one-hour instructional sessions were conducted. After the instruction 10 of the participants were interviewed. Finally to gain more insight into the topic and to help triangulate the data, three state leaders in the field who had also conducted instruction on MCGCP to future administrators were interviewed. After the collection of the data the results were presented and conclusions drawn indicating awareness and knowledge was enhanced by the instruction. The implications suggest a need for graduate programs in educational administration to include instruction on comprehensive guidance and counseling programs. Finally, further research on the topic was suggested that could provide evidence through the accumulation of statistically significant data. This study adds to the minimal current research on administrators' awareness of comprehensive guidance and counseling programs and identifies the need for continued inquiry. [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.]