Experience influences one's beliefs, and ultimately, the way in which one views the world (Dugan, 2017). Due to the nature of school counselors' intimate interactions with students, self-awareness can be paramount in guiding school counselors in recognizing how their personal experiences may unwittingly influence their professional practices (Foxx et al., 2017). Previous research has suggested that it is essential for school counselors to develop self-awareness "so that they may explore their attitudes and beliefs, develop knowledge, skills, and action relative to their self-awareness and world view" (Foxx et al., 2017, p. 352). However, prior research has typically focused on the relationship between self-awareness development and the expectations of school counselors' professional practices, frequently referencing the guidelines and standards set forth by the American School Counselor Association (ASCA). As outlined by the ASCA's (2020) "School Counseling Standards in Practice," school counselors' professional roles require practices that "demonstrate empathy for students different from themselves; learn skills to create positive relationships with students different from themselves; and to understand their own unconscious bias" (p. 2). Although training programs bring to light professional practices designed to serve the needs of all students, attention is rarely given to the exploration of school counselors' pre-existing mindsets, leaving a gap between expectation and praxis. The purpose of this study was to explore the influence of P-12 school counselors' lived experiences on their social-emotional support practices when working with diverse students. The utilization of an interpretivist design coupled with narrative research methodologies allowed for substantial introspection into "how people interpret their experiences, how they construct their world, and what meaning they attribute to their experiences" (Merriam & Tisdell, 2016, p. 15). The narratives of 14 co-researchers contributed to two key findings: first, the deep connection between lived experience and identity, and secondly, the imperative for self-awareness to enhance cultural competence. The findings of this study offer implications for school counseling programs, schools, and school districts seeking to increase school counselors' capacity to demonstrate cultural competence when supporting diverse students, an integral element in fulfilling the moral and ethical expectations of the role with fidelity. [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.]