American School Counselor Association (ASCA) advocates for school counselors to allocate 80% of their time to direct and supportive services to students and against non-counseling duties inconsistent with the ASCA National Model. For this exploratory study, we investigated how time allocations were impacted by non-counseling duties, school characteristics, and the presence of supportive services for 143 public school counselors. Results indicated that time allocations were impacted by grade level, non-counseling duties, Title I status, school enrollment, and the existence of supportive personnel. Implications for school counseling advocacy and areas of future research are addressed.