The need for schools to produce graduates ready to meet increasing workforce demands and postsecondary admission requirements has called for more individualized career and academic planning with high school students. School counselors have a unique yet complex role in providing college and career guidance, monitoring, and opportunities. This study focused on the experiences and perspectives of six high school counselors within two public high schools in two urban Central Southwest school districts. Guided by Ockerman et al.'s (2013) Change Agent for Equity (CAFE) Model, this qualitative case study examined these six school counselors' perceptions of their role in the college and career readiness process. This study provides researchers, school counselors, and school leaders with a richer understanding of the school counselor's role in assisting students with postsecondary planning. Ockerman et al.'s (2013) CAFE Model highlights components for maximizing the school counselor's capacity to engage in this process: identity, advocacy, leadership, and collaboration. Four themes that emerged from the data included (1) a commitment to students, (2) challenges in collaboration, (3) the need for flexible and creative approaches, and (4) a desire for equity and inclusivity. School counselor educators and school principals can use the findings to help school counselors establish a clear professional identity, increase leadership capacity and change agency, and implement balanced, inclusive approaches to college and career development. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]