This study examined the perceptions of elementary, middle, and high school counselors and principals regarding school counselor job duties and their impact on the school counselor-principal relationship. Previous research has highlighted disparities in viewpoints between school counselors and principals, leading to variations in job duties and influencing their relationship. Data were collected from 123 school counselors and principals in Mississippi and analyzed using descriptive statistics, ANOVA, independent samples t-tests, and multiple linear regression analysis to explore differences among variables and assess statistical significance. The findings revealed significant differences in perceptions between school counselors and principals regarding counseling, coordination, curriculum, and consultation duties. However, they shared similar perspectives on non-counseling duties. Both groups recognized the importance of consultation and coordination activities across all grade levels. While there were no significant differences among grade levels in counseling, consultation, coordination, and other activities, elementary school counselors and principals reported significantly higher mean scores for curriculum activities compared to their high school counterparts. Consultation activities positively impacted the school counselor-principal relationship, whereas lower school performance ratings correlated with poorer relationship quality. [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.]