The purpose of this qualitative, phenomenological study was to discover the possible barriers to the implementation of counseling as a related service through the experiences and perceptions of special education directors, guidance counselors, and school psychologists. Maslow's Hierarchy of Needs is the guiding theory, as it has a direct correlation to the provision of counseling as a related service and the needs of students with disabilities, and their ability to make educational progress. If students' basic needs are not met, such as mental health or behavioral needs through the provision of services, it is unlikely they will meet individual or age level expectations. The research was conducted through an overall qualitative approach to research exploring the experiences of participants in six school districts in the State of Ohio. Directors completed a survey and individual interview and school psychologists and guidance counselors participated in focus groups from participating school districts. Transcribed interviews were analyzed in several cycles, and phenomenological lens was used and analyze the data to bring the lived experiences to life (Peoples, 2022). Ultimately, after several rounds of coding and data analysis five themes were generated. Findings indicate that participants do not know how a student can be found eligible for services. They are uncertain of the EBMHPs that should be utilized to deliver services. The listed providers do not have adequate training and time to provide direct counseling services. Systematic change is needed to adequately provide counseling as a related service. [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.]