The limited research regarding post master's degree school counselor clinical supervision (SCCS) denotes school counselors' desire to participate in SCCS, the lack of such participation, benefits of participating in SCCS, and barriers to seeking SCCS. Prior literature explored barriers to SCCS, but there continues to be a gap in the literature as to how school counselors can overcome those barriers. Additionally, previous models of school counselor supervision primarily focus on school counselors-in-training, not post master's degree supervision. The purpose of this grounded theory study was to create a new theoretical model of SCCS. This model was based on the exploration of the benefits, barriers, and essential components of SCCS as delineated by nine participants through semi-structured interviews. The findings indicated several potential benefits of SCCS; however, participants also described barriers to SCCS that hinder their ability to participate in SCCS. Through a constructivist grounded theory approach to data analysis, essential components of SCCS were extrapolated and the School Counselor Clinical Supervision Model was created. Implications and recommendations for school counselors, stakeholders, counselor education, and future research are discussed. [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.]