The literature on school counseling supervision indicates there is a lack of school counseling-specific supervision conducted in school districts, which may be impacting school counselors' professional identity development, self-efficacy, and professional competence (Mascari & Webber, 2012; Cinotti & Springer, 2016; Tang, 2020). This research study sought to investigate school counselors' interactions, perceptions, and experiences with supervision. When school counselors are supervised by non-school counseling certified/licensed personnel, this can potentially lead to confusion and misrepresentation of the roles and responsibilities of school counselors (Cinotti & Springer, 2016). A transcendental phenomenological approach was used to explore school counselors' perceptions of professional identity, self-efficacy, and professional competence as they relate to their experiences with supervision. Semi-structured interview recordings were transcribed using Rev.com and manually analyzed using Moustakas Modified Van Kaam (1994) data analysis. [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.]