The purpose of this study was to examine the relationship between role stress, school-related factors, and the general perceived self-efficacy of elementary school counselors. Specifically, this study was concerned with the predictability of role stress factors (role ambiguity and role conflict) and school-related factors (school classification and counselor-to-student ratio) on the general perceived self-efficacy of elementary school counselors' ability to effectively implement a rigorous, comprehensive counseling program. The participants of this study included 90 elementary school counselors currently servicing students in grades Kindergarten through Fifth grade at public-schools within the Houston Metropolitan area and surrounding cities. A non-experimental design was utilized in this study. More specifically, a correlational research design was employed in this study. Each selected participant completed the following instruments: School Counselor Activity Rating Scale (SCARS), School Counselor Self-Efficacy Scale (SCSES), and a researcher-created demographic questionnaire. Three hypotheses were tested at the 0.05 level better. The Pearson Product Moment Correlation and Point Biserial Correlation were employed to determine the relationship between interval/ratio level and dichotomous level variables used in the study. The standard multiple regression procedure was utilized to test the data. The analysis of data revealed that all three hypotheses were found to be significant. The role stress factors of role ambiguity and role conflict, and the school-related factors of school classification and counselor-to-student ratio, were statistically significant predictors of the general perceived self-efficacy of elementary school counselors' ability to effectively implement a rigorous, comprehensive counseling program. The major findings of this study indicate that as elementary school counselors' general perceived self-efficacy scores increase, their ability to effectively implement a rigorous, comprehensive counseling program aligned with ASCA increases as well. By identifying factors that impact the general perceived self-efficacy of elementary school counselors, campus administrators and additional educational stakeholders, can seek to align school counselors' roles, duties, and responsibilities with ASCA and the training and education elementary school counselors received during their graduate studies. Such an alignment allows the opportunity for the best utilization of the expertise of the professional elementary school counselors on respective campuses. It will enable elementary school counselors the ability to truly facilitate and nurture students' social and emotional development by clearly defining roles and responsibilities that are aligned with the needs of the campus but driven by the implementation of a balanced, rigorous, and comprehensive counseling program. [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.]