Inspired by Sen's capability approach and the intersectional perspective, we examine how guidance professionals facilitate or hinder the conversion of resources into capabilities and functionings of marginalized students. Thematic analysis of 19 life story interviews with Indigenous female students in two Canadian universities illustrates how guidance counsellors can be facilitators for students in developing their capabilities to reach the path they envision. Conversely, they can be a hindrance by their absence or if they do not understand the realities, including systemic barriers and needs of marginalized students. Such students require sensitive proactive service delivery and interventions that address systemic barriers.