The purpose of this qualitative exploratory single-case study was to examine how school counselors from a single master's level counselor education program are trained to work with PreK-12 students with disabilities using interviews and document analysis (Creswell, 2013; Yin, 2018). The primary goal was to gain a better understanding of how school counselors are currently trained to interact with and serve individuals with disabilities in light of curriculum standards defined by national associations and accrediting bodies. Data included transcripts from semi-structured interviews with nine school counselors-in-training in the program and course syllabi. These were analyzed using embedded analysis and pattern matching as analytic techniques (Creswell, 2013; Yin, 2018). I identified a gap in knowledge amongst participants associated with the current curriculum training standards, competencies, and available framework for working with PreK-12 students with disabilities. The predicted patterns matched the empirical patterns as supported through interviews and examination of syllabi content. A key finding included that school counselor trainees drew on prior knowledge and experiences rather than education to work with PreK-12 students with disabilities. Recommendations for the preparation of school counselor trainees include empowering and training school counselor trainees to advocate for PreK-12 students with disabilities, and providing graduate students more opportunities to work with individuals from diverse cultures, particularly disability culture during practicum and internship. [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.]