FACTORS ASSOCIATED WITH THE ROLE AND FUNCTION OF THE ELEMENTARY SCHOOL COUNSELOR AS THEY WERE PERCEIVED BY SELECTED ELEMENTARY SCHOOL COUNSELORS, ELEMENTARY SCHOOL PRINCIPALS, COUNSELOR EDUCATORS, AND STATE SUPERVISORS IN THE SOUTHERN ASSOCIATION FOR COUNSELOR EDUCATION AND SUPERVISION (SACES) REGION WERE IDENTIFIED. THREE INSTRUMENTS WERE DEVELOPED. THE FIRST, A QUESTIONNAIRE OF 143 ITEMS DENOTING COUNSELOR FUNCTIONS, SOUGHT TO CLASSIFY POSSIBLE ROLES PERFORMED BY ELEMENTARY SCHOOL COUNSELORS. THE SECOND INSTRUMENT CONSISTED OF 120 ACCEPTABLE ITEMS, RETAINED FROM THE ADMINISTRATION OF THE FIRST INSTRUMENT, WHICH WERE RATED ON A NINE-POINT THURSTONE TYPE SCALE ACCORDING TO THEIR IMPORTANCE. THE FINAL INSTRUMENT, THE ELEMENTARY SCHOOL COUNSELOR QUESTIONNAIRE, DETERMINED THE OPINIONS OF THE PARTICIPATING GROUPS CONCERNING THE ELEMENTARY SCHOOL COUNSELOR'S FUNCTIONS IN GRADES 1 TO 6, INCLUSIVELY, BY MEANS OF 84 PAIRED COMPARISONS. COUNSELOR FUNCTIONS WERE RATED AS FOLLOWS--(1) COUNSELING ACTIVITIES, (2) CONSULTANT, (3) GUIDANCE, (4) TEACHER, (5) SOCIAL WORKER, (6) PSYCHOLOGIST-PSYCHOMETRIST, AND (7) ADMINISTRATOR. PRINCIPALS THOUGHT COUNSELING FUNCTIONS LESS IMPORTANT THAN DID OTHER GROUPS. EDUCATORS AND SUPERVISORS RATED CONSULTANT ACTIVITIES AS SECOND IN IMPORTANCE, WHILE COUNSELORS AND EDUCATORS VIEWED TEACHING AS SECOND. ONLY EDUCATORS RATED SOCIAL WORK WITH LOW PRIORITY. THIS PAPER WAS PRESENTED AT THE SACES CONFERENCE (NEW ORLEANS, OCTOBER 11, 1966). (PR)