Professional school counseling ethical competencies, guidelines, and literature have encouraged school counselors to act as anti-racist, social justice advocates at the: a) individual level with students/families, b) school/community level, and c) public/legislative levels. The following research study proposal serves to fill a gap in the literature by exploring the experiences of school counselors as anti-racist advocates. Integrating critical race theory, multicultural counseling theory, and racial identity development theories, recent conceptual quantitative, and qualitative literature was reviewed to understand gaps in exploring the experiences of school counselors as anti-racist advocates. Using an in-depth phenomenological methodology, five self-identified school counselors were interviewed and their experiences analyzed to form a deep understanding of their individual experiences. Themes emerged at the individual and systemic levels: a) defining the problem, b) participants' racial identity and consciousness development, c) power dynamics within professional relationships, d) managing backlash, and e) viewing gaps in achievement and access through a White lens. The limitations of the study and implications for anti-racist practice, education, and supervision in school counseling were discussed along with suggestions for continued research. [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.]