This paper highlights the centrality and importance of quality guidance and counseling programs in national efforts to implement educational reform. Such reform is essential for excellence in the initial preparation and skill development of youth and adults to ensure the country's competitive position in world markets and to improve work role satisfaction. The paper first describes the history of guidance and counseling programs and then outlines important changes in the structures and strategies of guidance and counseling. Descriptions of the providers, settings, and expectations of guidance and counseling programs are then provided, showing that by far the greatest number of guidance and counseling staff work in elementary and secondary schools. Following are summaries of how guidance and counseling personnel meet local, state, and national needs in a number of areas: improved school involvement and performance, personal and interpersonal work skills, preparation for careers, career planning skills, and career awareness and exploration. Five basic premises from which guidance and counseling programs in schools can be developed are advanced: (1) guidance is a program; (2) guidance and counseling programs are developmental and comprehensive; (3) guidance and counseling programs focus on individuals' competencies, not just their deficiencies; (4) guidance and counseling programs are built on a team approach; and (5) guidance and counseling programs mandate articulation. Finally, the paper calls for improved support and resources for guidance and counseling programs in order to improve program outcomes for all students. (KC)