This phenomenological study examined the impact of school counselor relationships on the college application process for Black or Hispanic students from low socioeconomic backgrounds. Each of the six participants in this study met the criteria as a student who qualified for "free-lunch" status during high school. This status indicates that their family's household income is at or below 130% of the federal poverty guidelines. Each participant shared their experiences through in-depth interviews, focusing on their perceptions of counselor relationships, motivations for seeking guidance, and beneficial experiences in the college application process. Key findings revealed stronger student bonds with teachers than counselors and a lack of proactive relationship-building with counselors for postsecondary guidance. The study identified four major themes: counselor accessibility and support, relationship impact on application completion, the influence of significant persons, and overall counselor impact on college aspirations. Findings suggested the need for an integrated approach to college counseling, leveraging teacher-student relationships while strengthening counselor roles. Recommendations include implementing structured counselor-student meetings, encouraging student engagement, and providing staff professional development to support underrepresented students. The study contributes to understanding how to better support Black or Hispanic students from low socioeconomic backgrounds in navigating the complex journey to postsecondary education, advocating for comprehensive, culturally aware counseling approaches and policies supporting consistent counselor-student interactions throughout high school. [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.]