With increased pressure for schools to demonstrate college and career readiness, it is crucial to explore the roles and activities of school counselors, the preservice training they receive, and how those college and career readiness concepts are integrated into their roles. The research questions were (1) What are the current roles and activities of secondary school counselors in Tennessee across school poverty level and years of experience? (2) To what degree do secondary school counselors' roles and activities align with their preservice preparation? (3) How do middle and high school counselors describe their preservice preparation related to college and career readiness? and (4) In what ways do secondary school counselors integrate college and career readiness activities into their practice? This mixed methods study was conducted with 66 fulltime school counselors in Tennessee middle and high schools; 78% worked in high-poverty schools and 50% had 0-10 years of experience. The online questionnaire was the 42-item International Survey of School Counselors' Activities-US (ISSCA-US) with eight open-ended items related to their college and career readiness preservice preparation and current practices. Quantitative data were analyzed using Mann-Whitney "U" and Kruskal-Wallis "H" tests and Kendall's tau-b correlation coefficient. Qualitative data were analyzed using thematic analysis. Findings included a statistical significance with school counselors working in high-poverty schools and Individual and Group Counseling with Students activities. There was also a strong, positive correlation with Administrator Roles and related preservice preparation among all respondents. Participants reported using on-the-job experiences and applying skills learned in their preservice program to support college and career readiness activities. They reported a lack of time or permission to conduct college and career programming. Implications for practice include reviewing preservice curricula to better align with school counselors responsibilities and practices, offering inservice professional learning related to college and career readiness, and considering additional ways to integrate these activities into secondary education. Implications for research include expanding this study to different states and with different stakeholders -- particularly those from traditionally marginalized populations, understanding how school counselors supplement their preservice training, and determining the role of college and career readiness activities on college-going culture. [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.]