This study examined the perspectives of K-12 school counselors and key stakeholders (i.e., school leaders, teachers, parents, and community members) on how they view the role of school counselors, specifically regarding their work responsibilities. I applied the theoretical framework of role conflict, defined as a disconnect between ideal roles versus actual roles performed at work, to this study. Moreover, I asked three research questions. The first two concerned the perspectives of stakeholders and school counselors on how they define the school counselor position in a K-12 school. The third research question compared and contrasted responses by stakeholders and school counselors. I conducted 45-60-minute semi-structured interviews with 11 participants, including six stakeholders and five school counselors in the Northeastern region of the United States. Following data analysis, I identified key themes addressing how stakeholders, as well as how school counselors themselves, viewed the roles and responsibilities of school counselors. The themes included (a) providing academic and social-emotional services, (b) partnering with families, and (c) engaging in school-wide functions. When comparing and contrasting stakeholder and school counselor perspectives, I noted four similarities and three differences, which are discussed in detail. Implications for theory and practice are included. [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.]