Many school systems have developed climate rating surveys to gather school perception data; however, research suggests that there are few states where this data is both disaggregated by race and used by school counselors. This study explores school counselors' use of school racial climate data as a benchmark for developing and delivering culturally responsive school counseling programs. Consensual Qualitative Research (CQR) was the method of data analysis with Critical Race Theory (CRT) as the theoretical foundation and the Multicultural Social Justice Counseling Competencies Leadership Framework as the conceptual framework. The participants for the study included thirteen middle and high school counselors. Four domains emerged from the data in response to the research question. The findings suggest that school counselors often overlook the potential benefits of using racial climate data in creating culturally responsive school counseling programs. However, research also revealed that many school counselors do not have access to their school's climate data. Despite this, school counselors believe incorporating school racial climate data into their culturally responsive school counseling programs could significantly enhance their effectiveness. Suggestions for further research encompassed two studies that would enhance the existing research, including a comprehensive study that combines qualitative and quantitative methods to track a cohort of pilot schools, employing the techniques employed in the current study. [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.]