This study was designed to examine the school counselor role, teacher perceptions of the school counselor role, and the teacher-counselor collaborative relationship at Mountain View High School (MVHS). School counselor role was explored utilizing qualitative methods while the teacher-counselor collaborative relationship was investigated with both a survey and interviews providing quantitative and qualitative data. An action research paradigm was utilized because the aim of this study was to solve a specific problem. Changes took place in phases of inquiry, each inquiry representing a cycle. Each cycle included a plan, an action, an evaluation, and reflection. At the end of each cycle, after reflection, plans were revised and another action or revision took place. Findings indicated that the teacher-counselor relationship at MVHS was relatively strong; however, the school counselor role was not fully understood by all stakeholders. Additionally, there was a need among participants in the study for counselors to be more diligent in sharing information with their teaching colleagues. The final phase included exploring the school counselor's role at MVHS in comparison to the American School Counselor Association Standards (2005). The counseling department at MVHS was found to be on target with the guidance delivery model utilized falling within range on most delivery components.