School counselors are advocates for all students, which includes supporting students who are eligible for accommodations under Section 504 of the Rehabilitation Act of 1973. This study examined school counselors' roles in regards to Section 504 of the Rehabilitation Act of 1973. As advocates, school counselors often have opportunities for professional self-advocacy as they navigate their role in a school system. Hence, the quantitative study also explored school counselors' professional self-advocacy and if it was related to the diverse roles school counselors have or would prefer to have in supporting students who are eligible for Section 504 of the Rehabilitation Act of 1973. At the time of this research, there was limited published research on Section 504 of the Rehabilitation Act of 1973 in school settings. There was also limited research that explored how school counselors' professional self-advocacy is related to school counselors' assigned duties or preferred duties in a school setting. The study found that there was a statistically significant relationship between professional self-advocacy and school counselors' preferred duties in a school setting. In addition, the research results indicated that school counselors who are involved in 504 activities that they would prefer to be doing were also engaged in professional self-advocacy. The findings add to the existing research on the school counseling profession and how practicing school counselors support students who are eligible for accommodations under Section 504 of the Rehabilitation Act of 1973. [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.]