Counselors interact with every student on their campus and impact student outcomes. The researcher examined the predictable relationship between counselors' demographic factors, job-related and professional-related factors (Texas Counseling Association, 2018), and student discipline outcomes (Texas Education Agency, 2021).The researcher used secondary data in the form of discipline frequencies, counselor gender and race of counselors, the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status of the counselor's master's program, counseling licensure, counselor ratios, and the time counselors spend providing services within the Comprehensive School Counseling Program. This correlational research design allowed the researcher to examine the relationship between variables (Gay et al., 2012), using correlational statistics. The predictable relationship between the time counselors spent working in the service delivery domains of Comprehensive School Counseling Programs and Discipline Outcomes was examined (TEA, 2021). The researcher used multiple regression to analyze secondary data. The investigator used counselor demographics, School Counselor Use of Time Analysis (SCUTA) Reports, and Discipline Reports. The amount of time counselors spent working in the service delivery domains was acquired from the target ISD. SCUTA, an evidence-based school counseling program, identified the amount of time, work, and activities of counselors. Senate Bill 179, was passed by Governor Abbot in alignment with The American School Counselor Association (ASCA, 2019) National Model, required school counselors to spend a minimum of 80% of their work time on duties within the components of a comprehensive school counseling program (TCA, 2018). SCUTA provided school counselors with the ability to clearly illustrate the nature of their work and school needs with supervisors and stakeholders.The researcher found a statistical significance that added to the existing body of literature. Ethnicity was found to be negatively related to student disciplinary outcomes. Additionally, among the job-related factors, school counselor-student ratio was found to positively relate to student discipline outcomes (r = 0.434, p < 0.001). The variable time delivering Developmental Guidance and Counseling Program was found to be significantly related to student discipline outcomes (r = 0.056, p > 0.05). [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.]