Self-efficacy pertains to individuals' belief about their capability to accomplish a task; consequently, school counselors' positive self-efficacy is a theoretically based prerequisite for their facilitation of school-based interventions. In addition, school counselor-led interventions and comprehensive, developmental guidance programs benefit students' personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors' (N = 693) self-efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants' self-efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed.