A predictive, non-experimental, cross-sectional design (Johnson, 2001) was used to conduct a study to determine if elementary administrators' key counseling skills and select demographics predicted state-level student performance indicators in their respective schools. A secondary purpose of this study was to develop a valid and reliable on-line survey that identifies key counseling skills for administrative success. Findings indicated no significant correlations between elementary administrators' counseling skills and student performance levels on state assessments. However, results suggest that several demographic variables were all statistically significantly predictive of state-level student performance measures. The factor analysis successfully reduced identified key counseling skills into five factors (i.e., Expert Authority Orientation, Academic Support, Change Capacity, Success Motivation, and Ethical Transparency). These are useful for practitioners in identifying areas of strength and challenge as well as inform pre-service programming. The emergence of five key counseling skills factors provides an additional lens for administrators to view their leadership relative to influencing student achievement. In an educational era focused primarily on all students improving their results on traditional standardized tests annually, administrators might want to focus on their own personal qualities for student learning growth, which research supports as having a positive influence on student achievement. Educators must be aware of how others perceive them; they need to be cognizant of the influence it has on the school improvement process. (Contains 1 table.)