To study school counseling professional advocacy in Alabama, I explored the lived experiences of Alabama School Counseling Program of Distinction school counselors. Through a qualitative, phenomenological design, I examined the research question addressing the professional advocacy experiences of Alabama school counselor Program of Distinction recipients. I collected data through individual, semi-structured interviews during which participants described professional advocacy for their programs, roles, and activities as well as how they inform and promote their programs with parents and families. Following interview transcription, I analyzed the data according to Moustakas' (1994) procedures for qualitative analysis, including conducting thematic analysis, developing textural and structural descriptions of participants' lived experiences, and synthesizing the findings to represent the central phenomenon of professional advocacy. I identified five themes representing participants' lived experiences: (1) counselor characteristics, (2) challenges in advocacy, (3) advocacy through education, (4) ASCA National Model implementation and data use, and (5) relationships and communication. I discussed the study's findings, including their alignment with existing literature; implications for school counselors and counselor educators; and future avenues of research. [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.]