The purpose of this qualitative descriptive study was to explore how secondary school counselors described the influence of COVID-19 on changes in delivering services to students in Utah. The framework included Lewin's change theory and Utah's school counseling model. The research questions addressed how do secondary school counselors described the influence of COVID-19 on (1) changes in delivering services to students, (2) the need to change in delivering services to students, (3) the implementation of change in delivering services to students, and (4) the stabilization of change in delivering services to students. The sample was secondary school counselors in Utah, employed since March 2019, worked in school settings that switched to remote or hybrid learning, and experienced changes in delivering services due to COVID-19. Data sources included semi-structured interviews and open-ended questionnaire responses. Braun and Clarke's RTA was implemented and supported development of six themes: (a) COVID-19 influenced uncertainty on providing services to students, (b) COVID-19 influenced the need to serve all students, (c) student mental wellness became a primary focus for school counseling services, (d) secondary school counselors showed ingenuity when implementing changes, (e) adopting new processes created a sense of normalcy in secondary school counseling programs, and (f) barriers in delivering services that still need to be resolved. Practical implications included increased training for mental health services and technology use. [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.]