The war that began in 2011 caused many Syrians to immigrate. There are more than 2.9 million Syrian refugees in Turkey. With this unprecedented migration, Turkey has faced challenges in its education system as well as many other areas. The sudden increase in the number of students and the qualitative and quantitative insufficiencies of teachers are among some of these challenges. Teachers are forced to work with children who have undergone traumatic events and experience economic, familial, psychological, and vital problems. Additionally, these children are forced to adapt to a new language, culture, and education system. It is necessary to help these children adapt to the education system and provide the support they need. When fighting these challenges, school counselors play an important role for both teachers and students. In this context, the purpose of this study was to determine guidance services of counsellors regarding Syrian students, challenges, and views regarding these problems. The participants of this study consisted of 20 counselors working in elementary schools in Bursa. Data were collected with the semi-structured interview method in qualitative research methods and analysed with descriptive analysis. The results of this study indicated that counsellors struggle planning, although they are motivated to work with Syrian students. The largest obstacle faced by counselors is the fact that Syrian students do not know Turkish. The indifference of the parents of Syrian students and the high number of students also limit counselors. While offered psychological counseling and guidance (PCG) services focused on individual interviews and guidance to teachers, there is also work for the acceptance of Syrian students. The most important expectation is to prioritize to teach Turkish to students. It is believed that both Syrian students and their family, and other students and teachers will benefit from all improvements in PCG services by considering Syrian students.