Recent research has focused on the discrepancy between school counselors’ preferred roles and their actual functions. Reasons for this discrepancy range from administrators’ misperceptions of the role of the school counselor to the slow adoption of comprehensive school counseling approaches such as the American School Counselor Association’s National Model. A look at counseling history reveals that competing professional identity models within the profession have inhibited the standardization of school counseling practice and supervision. School counselors are counseling professionals working within an educational setting, and therefore they receive messages about their role as both counselor and educator. The present article includes a discussion of the consequences of these competing and often conflicting messages, as well as a description of three strategies to combat the role stress associated with this ongoing debate.