Enacting college and career readiness policy in secondary schools requires systemic involvement of all school professionals, but identifying the specific roles that should be played by teachers and counselors remains a challenge. The study reported in this article used qualitative interviews with counselors and teachers to describe this challenge in one suburban high school. Findings suggest that enactment of college and career readiness policy serves not to encourage systemic involvement but rather to marginalize counselors from meaningful participation. Implications for practice are discussed, including improving pre-service preparation and professional development.