Professional school counselors (PSCs) and the American School Counselor Association (ASCA) have been working diligently to reconfigure the professional identity of PSCs from its historical guidance epistemology to a comprehensive developmental model. Nevertheless, the historical influence defining a school counselor's identity has been difficult to alter. The purpose of this article is threefold: (a) to review the historical origins of school counseling, (b) to outline the current PSC identity model promoted by ASCA, and (c) to introduce steps to support the transition to a consistent professional identity for the school counselor.