Unclear conceptualizations of the leadership function set forth by contemporary school counseling frameworks exist. The purpose of this phenomenological study was to contribute to understanding the leadership role of school counselors from their perspective as leaders. Ten experienced school counselors, who viewed themselves as leaders, participated in individual in-depth interviews regarding how they perceived their leadership role. Participants were employed across grade levels in nine New York City public schools. Verbatim transcriptions of the recorded interviews yielded narrative data which were analyzed through an inductive thematic approach informed by qualitative interpretational analysis of data and the constant comparison method. Descriptive narratives and visual representations developed from the emergent constructs, themes and patterns. In alignment with tenets of constructivist and ecological paradigms, the study concluded that the role of the ten school counselors as leaders was experienced as a process of Becoming the GLUE that Binds, through participants' engagement in Cultivating Productive Interconnectedness and Developing a Binding Professional Identity. This study had the implication of contributing to strengthening the conceptualization of school counselor leadership for school counseling professionals and all stakeholders charged with optimizing comprehensive programs to support student success. The emergent GLUE metaphor coincided with increasing acknowledgment, throughout the literature, of school counselors as pivotal connecting forces in their schools. Key findings revealed participants (a) embraced a threefold professional identity as school counselors, educators, and leaders; (b) placed leadership along a three dimensional continuum; and (c) experienced leadership as an evolving process inextricably impacted by internal and external forces within and outside the school. Recommendations for school counselor educators and educational administrators included the need for a stronger focus on school counselor leadership in counselor education programs and in professional development opportunities for counselors and other school professionals. Recommendations for further research included focusing on the perspective of multiple constituents to yield a fuller picture of the social and political context of the phenomenon. Moreover future quantitative research might be conducted through the lens of the insights examined herein to provide the opportunity for generalizing findings to the broad population of professional school counselors.