Purpose. The purpose of this qualitative phenomenological study was to examine the lived experiences of adult school counselors to better understand their importance and influence in supporting adult learners. The study provided insight into the barriers and challenges that adult students face when attending public California adult schools. It also shed light on the counseling support that helps these students succeed academically. Methodology. A qualitative phenomenological approach was used to examine one research question: What specific approaches used by adult school counselors contribute to the success of adult learners? The study utilized a small convenience sample to select six adult school counselors from a Los Angeles County adult education consortium who had 3 to 5 years of experience school counseling with adult learners. Each participant responded to nine open-ended questions in semi-structured interviews lasting 45 to 60 minutes. Reliability and validity, face validity, member checking, and research quality assurance were utilized. Findings. The study's qualitative findings were consistent with the literature and Malcolm Knowles's adult learning theory of andragogy. An analysis of the interview data from six participants produced eight codes, from which four themes emerged: resources, empowerment, accountability, and growth and development. Adult learners showed resilience in balancing various responsibilities, and counselors played a crucial role in supporting them. Furthermore, counselors empowered students, emphasized accountability, and guided them toward achieving their educational goals. Adult school counselors significantly influence adult learners' success in educational programs. Conclusion. The study emphasized the role of adult school counselors in shaping students' perspectives and enhancing their academic success. School counseling helps students connect with various forms of support, such as building a sense of accomplishment and self-esteem related to education and demonstrating their progress within an adult school setting. The counselors are well prepared to understand and address the social and emotional needs of students. Recommendations. Future studies could include qualitative phenomenological interviews with adult school staff members and utilize narrative research with adult learners to understand their experiences and develop effective school counseling strategies. Additionally, gathering quantitative data on adult learners could help evaluate the effectiveness of school counseling and improve support services. [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.]