Conceptualization can inform school counselors' work with students including about cultural and environmental influences on student success. Yet, there is limited research about school counselors' conceptualizations of their students. We used qualitative content analysis to examine a nationwide sample of school counselors' (N = 174) descriptions of students. The predominantly White participants described their students from largely individualistic perspectives with limited mentions of context and cultural identities and counseling theory. To develop contextual thinking and theory-driven conceptualizations, school counselors can reflect upon how privilege and marginalization influence them and their students and form consultation groups with other school counselors.