A theoretical model of academic motivation consisting of (a) academic self-efficacy, (b) purposefulness and intentionality, and (c) support through school counseling for autonomous learning was explored with 346 high school juniors. Regression analysis indicated academic self-efficacy and utilization of school counseling to be significant predictors of academic motivation after controlling for previous school performance. A second regression analysis supported the premise that students who are more optimistic about their future and perceive fewer impediments to future goals will be more likely to use school counseling services. Recommendations for school counseling practice and research are discussed. (Contains 3 tables.)