The purpose of this qualitative exploratory case study was to examine the high school counselors' perception of their ability to influence low socioeconomic students' postsecondary enrollment decisions in seven Title I high schools in southern California. Perna and Thomas' Student Success model and the Delivery System of the American School Counselor Association (ASCA) national model provided the context of the research questions, which explored why and how are high school counselors able to support students from low socioeconomic backgrounds with their decision to enroll at institutions of higher education. Further, the conceptual models provided the framework to examine how elements at the district and school level influence the high school counselor's ability to provide postsecondary counseling to students from low socioeconomic backgrounds. Data, which consisted of individual interviews, focus group, college-related curriculum, and demographic archival materials, was collected from 12 participants who worked in a large school district in southern California and thematically analyzed. Results from the data revealed that positive relationships between the counselor and student, which are fostered by pushing and encouraging students that college can be their reality has a positive influence on college aspirations, preparation, application, and enrollment choice. This study further found that high school counselors were instrumental in helping low socioeconomic students understand, search, identify and selected colleges by walking them through each step of the college admissions process. [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.]