Professional school counselors employed in low-income education communities have a large, diverse student population to service. Researchers have indicated that urban minority youth present more challenges in school than affluent students due to economic constraints and other related factors. School counseling members apply different skills or techniques mastered from their graduate and professional training regardless of existing inequalities. School counselors are ethically obligated to help minors attain academic success, social-emotional development, and postsecondary goals. The dearth of literature warrants more qualitative research studies to explore further the phenomenon of school counselors working in underprivileged neighborhoods. Husserl's transcendental phenomenological framework provided a foundation to understand the lived experiences from the high school counselors' perspectives to bridge the gap in research. A purposeful sample with experience in Northeastern public schools participated in the interview. The data collected from the eight participants reached saturation based on emergent themes and some subthemes. Upon data analysis, the key themes indicated: (1) rewarding experiences with urban minority students; (2) feeling overwhelmed; (3) reactions about received training/master's program; (4) need for additional training/educational changes; and (5) limited resources/supports. These results confirm the need to raise awareness for professionals in the school counseling field, organizations, and universities. Ultimately, this qualitative research study may contribute to social change for marginalized minors in all districts by effectively preparing and supporting school counselors in modern society. [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.]