This qualitative instrumental case study explores the self-efficacy and preparedness of Title-I high school counselors in Georgia, focusing on their experiences and efficacy in providing postsecondary counseling to Black students. It illuminates these dynamics through a comprehensive qualitative case study methodology rooted in a theoretical framework based on social cognition and social justice. The researcher meticulously gathered and analyzed data through in-depth interviews with six Georgia Title-I school counselors, using both manual and computer-assisted methods to extract critical themes. Emergent themes include counselor preparedness and self-efficacy, cultural competence and environmental awareness, student support and engagement, and program effectiveness and counselor support. The counselors underscored the significance of self-assurance, empathy, ongoing professional development, and a profound understanding of the cultural and environmental factors shaping their counseling practices. The study's implications advocate for tailored professional development and enhanced support mechanisms for counselors in Title-I schools, aiming to bolster their self-efficacy and preparedness. Creating a culturally competent and resource-aware framework as a strategic intervention is crucial for improving counseling services and academic success for Black students, and it supports broader educational equity and justice goals. [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.]