This study attempts to present, evaluate and explain available data relative to the determination of differences in role-definition between principals and counselors. The author addresses his study to the question--to what extent is the viability of the guidance program in schools affected by role-definition and comprehension, and communication between principals and counselors? One hundred and ten principals and counselors responded to questionnaires designed to identify role definitions. Results revealed that there was considerable conflict in the role relationship between the two groups, such as: (1) counselors assumed or were given administrative authority; (2) counselors and principals failed to respect each other's tasks; and (3) many counselors were assigned duties which were unrelated to their major functions. The author reaches several conclusions for both counselors and principals in an attempt to help clarify and strengthen their cooperative relationship within the school system. (Author/PC)