Professional high school counselors and principals have been identified as key educational leaders with the specialized experience to address the needs of an increasingly diverse student population and the current achievement gap between minority students and their majority counterparts. The study focuses on the perceptions of professional high school counselors. A mixed methods research design is used to evaluate the perceptions of high school counselors working in schools with at least 33% minority students, primarily urban schools. Multicultural self-efficacy perceptions are explored using quantitative research methods. Perceptions of the principal-counselor relationship are explored using both quantitative and qualitative data. A multivariate analysis of variance (MANOVA) was also completed to determine if there was a statistically significant difference in multicultural self-efficacy levels among participants who reported "yes" to a positive principal-counselor relationship and those who reported "no" to a positive principal-counselor relationship. The overall results of the MANOVA revealed that there is no significant difference in the multicultural self-efficacy subscale scores of participants among the two groups. The researcher must accept the null hypothesis that there is not a statistically significant difference in the levels of perceived multicultural self-efficacy between high school counselors that perceive an effective principal-counselor relationship is present and those that do not. Perceptions and insights offered by participants in the study can be used by school counselors and principals as a reminder of the impact they have as a team on student and school outcomes and improvement.