School counselors interact daily with teachers and students, situating both as vital team members. School counselors rely on collaboration with teachers for student referrals, working together to promote student success. Teachers' access to student data can inform in establishing a data-driven comprehensive school counseling program. Due to the changing role of the school counselor over the years, many stakeholders are not aware of appropriate role and responsibilities for school counselors and many times form their own belief or perceptions of the role of the school counselor. This quantitative study evaluated the perceptions of teachers about the role of school counselors, using roles determined as appropriate and inappropriate by the American School Counselor Association (ASCA) National Model. Participants were asked if they felt roles, deemed appropriate by ASCA, were appropriate and important roles for school counselors. The findings from the following quantitative study indicated a statistically significant correlation between the appropriateness and importance of all school counselor roles ASCA deems appropriate to include: direct services, indirect services, and non-counseling duties. [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.]