Using a case study approach, this qualitative study was an examination of a California community college's counseling faculty perspectives on a collegewide reform known as guided pathways (GP). Relying on semistructured interviews, the examination focused on how the counseling faculty perceived their roles in the GP implementation process, the challenges they encountered, and their recommendations for improving GP implementation. Data analysis revealed three primary themes. First, the counseling faculty members experienced restricted inclusion throughout planning, designing, and implementing GP. This lack of inclusion created a sense of demoralization among counselors. The second theme reflected how the lack of inclusion obstructed counseling practices in the following three areas: career, academic, and personal. The third theme included key recommendations for an effective GP implementation. The study results provided added insights into the importance of elevating counseling faculty's voices as critical stakeholders of students' educational journey. [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.]