The purpose of this study was to examine school counselors' perceptions of the American School Counseling Association's Comprehensive School Counseling Program (CSCP) on academic outcomes (better-reported grades and better-standardized scores) of middle school students. The study was qualitative and used a phenomenological approach through semi-structured face-to-face interviews to provide inquiry into school counselors' perceptions of an effective school counseling program. Participants from a purposeful criterion and snowball sampling of school counselors were asked questions concerning school districts that model the CSCP. Capturing the information transpired through audio taped sessions of the school counselors' experience. Data analysis revealed that the dominant themes included school counselors' favorable perceptions of a CSCP. School counselors believed the CSCP was, in part, responsible for increased performance on state achievement exams, decreases in behavioral referrals, and increased knowledge among students about academic success, career guidance, and personal/social development. Although schools represented in the study with a fully implemented CSCP did not have higher state achievement test scores than the schools which did not, only four schools were represented in the phenomenological analysis. The goal of the present study was to share the findings and advance the current literature in the school counseling field.