Culturally responsive school counseling (CRSC) is the call to action for school counselors, aimed at meeting the needs of underrepresented groups. CRSC is often described as an approach that serves all students, but definitions fail to mention and center underrepresented populations (i.e., students of color). Literature has included varying interpretations of CRSC but its definition remains vague, lacking identifiers or a set of best practices for practitioners to pursue. School counselors are left to interpret the ambiguity of CRSC, which impacts the services they provide Minoritized students and their outcomes. Using a conceptual framework based on critical race theory and culturally relevant pedagogy, this qualitative study examined the presence and invisibility of whiteness in school counseling through the perspectives of 17 practicing high school counselors in the state of California. One-on-one interviews elucidated how counselors make meaning of CRSC in their practice and its use in supporting Minoritized students and their families. Interviews indicated counselors were generally unfamiliar with CRSC as a concept, described it as a lens for self-evaluation, and could not clearly identify practices in its alignment. Findings were used to make recommendations for policy, practice, and further 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.]