This study sought to examine elementary school counselor functions as an index to model implementation in Minnesota demonstration projects through analyses of function purposes, types of functions, and counselor effort variables and the relationship between counselor functions and important pupil-staff-parent guidance outcome variables. Interrelationships among pupil-staff-parent variables were also examined. In addition the study was concerned with the nature of the guidance model which was actually implemented in the schools: developmental, remedial, or a combination of these two. As an evaluative tool, the study results can be examined to determine both the degree of model implementation and model effectiveness as well as provide useful feedback to counselor educators who prepare graduate students to perform specific guidance functions in elementary schools. Although the study included a group of elementary school counselors from just 17 Minnesota schools, the elementary school guidance movement is a relatively new phenomenon and thus theoretical conceptualizations, model building, and experimentation set forth here could be useful to anyone concerned with the development of elementary school guidance programs. Analysis of the data was done through the use of analysis of variance, Scheffe test, t test, product-moment correlation, and the multiple regression technique. An extensive listing of references is included. (Author/SES)