Students in K–12 schools benefit from career counseling as a means to improve their readiness for academic and career success. This quantitative study explored the career counseling self-efficacy of 143 practicing middle school counselors using the Career Counseling Self-Efficacy Scale-Modified and a subscale of the School Counselor Self-Efficacy Scale. Although school counselors were confident overall, evidence of specific areas of concern and limited time for career counseling was found. Results related to the importance of prior teaching experience in relation to career counseling self-efficacy also were highlighted. Implications for school counselors and policymakers include examining the amount of time school counselors spend on providing career counseling in comparison to time spent on non-counseling–related duties.