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School counselors serve an increasingly diverse student body, and Mississippi currently serves the highest proportion of Black students in the country. However, little is known about the lived experiences of school counselors from racially diverse backgrounds, particularly the experiences of Black school counselors. Using a phenomenological approach with intensive interviews and diary methods, this study aims to center the voices of Black school counselors and their experiences in Mississippi public schools to both identify promising practices that support Black students and provide an opportunity for Black counselors to reflect on their lived experiences in these roles.