In this qualitative study, eight school counselors participated in a series of reality play counseling trainings introducing techniques appropriate for counseling upper-grade elementary school students to enhance positive relationship building and problem solving skills. Participants were interviewed and their transcripts were analyzed using grounded theory methods which yielded four core categories: positive aspects of implementation, perceptions of the effectiveness of relationship building, perceptions of the effectiveness of developing problem solving skills, and concerns regarding implementation. (Contains 2 tables.)