Small learning communities, an initiative to transform large struggling comprehensive high schools into smaller autonomous schools, are being empirically examined in the field of education to assess if transformation is actually occurring as seen by positive outcomes, such as increased academic achievement. There is an absence of literature on school counselors' roles in small learning communities, nor have studies compared the roles of small learning communities' counselors to comprehensive high school counselors. The purpose of this study was to compare high school counselor roles in small learning communities and comprehensive high schools to determine if there are differences in actual and preferred roles. Differences among school counselors' actual versus preferred roles were also examined against role conflict. Survey data were collected online from 129 participants recruited by e-mail through the American School Counselor Association listserv. The School as Community Model and American School Counselor Association National Model served as theoretical frameworks for this study. Results of 2-tailed "t" tests supported the alternative hypothesis, indicating significant mean differences between the 2 groups. Both groups experienced role conflict; however, in this sample, greater role conflict was demonstrated by female counselors, those not using the American School Counselor Association National Model, and those with large student case loads. Findings could result in positive social change by clarifying counselor roles for effective counselor use, decreasing counselor-student ratios, basing actual counseling practices on the ASCA national model, and increasing direct student services. [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.]