The educational reform movement of the past several years has forced all educators to critically examine both their current and perceived roles. The following model addresses the issues of a changing clientele, a changing society, and a changing expectation of the duties of school guidance counselors. The first requirement of a new scheduling model is to examine the time requirement for counselors. A model program for flexible scheduling was developed for a rural high school serving approximately 1,500 students with four counselors. The counselors were required to account for the same number of work hours as a regular classroom teacher, but the hours were staggered to allow for the flexibility necessary to spend time at school after the typical school day. This model: (1) allows counselors and administrators to work together as a team; (2) requires that the community be informed and educated about the need for a cooperative parent/child/school interaction; (3) requires counselors and administrators to receive educational updating; (4) requires willingness by counselors and administrators to make modifications in current programs and practices; (5) requires counselors and administrators to think in proactive as well as reactive terms; and (6) requires counselors and administrators to analyze their own motivations to determine how much they are willing to do in order to produce healthy, happy, productive citizens. (ABL)