The first essay presents an overview of school guidance centers and the ways they differ from one school to another. The history of school psychology in the United States can be traced back to the late nineteenth century, where it began to play an essential role in the development of educational counseling. As Heather Zeng examines, there are many common counseling methods and theoretical techniques that are often used in general school counseling services such as interventions, consultations, and assessments. While counselors are required to fill a variety of roles, R.D. Merritt suggests that there are marked “disparities [found] between the actual and ideal roles of school psychologists.” For example, multicultural counseling programs often struggle to provide the appropriate array of services that a diverse student population requires. As Susanna Carter stresses, these programs have a great responsibility to create a “culturally accepting environment” school-wide. School counselors are also responsible for maintaining a positive school environment for gay, lesbian, bisexual, transgendered, and questioning students, who often face harassment in school. Providing respectful counseling services, advocating for the GLBTQ population, and educating students, parents, and faculty on GLBTQ issues can help counselors create a healthy school environment. Peer counseling is one method used to improve a school’s sense of community, create a respectful atmosphere, and supplement a school’s professional counseling resources. Edith Arrington finishes this section with a review of the testing and evaluation process that school psychologists and counselors often use to gauge a student’s progress and gather information for support services and related decisions.