This quantitative study was an inquiry into whether Louisiana school counselors' perceptions of their professional identity, quality of principal-school counselor relationships, and confidence level (self-efficacy) of providing school-based mental health services (SBMHS) including counseling skills, addressing student issues, and working with students who have a Diagnostic and Statistical Manual diagnosis influence the frequency of counseling services provided to K-12 students. The theoretical lenses were the leader-member exchange theory and social cognitive theory. The hypotheses were that Louisiana school counselors (N = 147) who identify as mental health providers working in a K-12 school setting with higher ratings of relationship quality with their principals and higher confidence in SBMHS and subscales will predict greater frequencies in providing actual and preferred counseling services to students. Results of multiple linear regression analysis showed that all predictors significantly predicted actual and preferred school counseling services, and those school counselors with strong professional identities as mental health providers reported a stronger relationship quality with their principal and higher self-efficacy in SBMHS that led to more direct counseling services for students. This study promotes social change through helping stakeholders to understand the influence of school counselor educational and governmental policy changes and counseling services provided to students with mental health needs within the Louisiana K-12 school system. [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.]