Academic success for all students created a need for school personnel to evaluate the roles of

education professionals, including the role of school counselors. The No Child Left Behind Act (NCLB, 2001) and the Individuals with Disabilities Education Improvement Act (IDEA, 2004) have caused schools to use alternative methods and personnel to assist students who are at-risk and increase student achievement. Eight counselors from an urban, southwestern United States school district explained and evaluated their role and understanding of the problem-solving team process (PST), which utilized a response to interventions (RtI) approach. Counselors who had undertaken leadership roles in the PST process assisted their campuses with the academic success of at-risk students. Future implications of our study include further research that explores the effects of an elementary counselor’s role on at-risk students or the effects of the elementary counselor’s role on accountability in schools.