Counseling has already been institutionalized within school system at 1950s in Korea. As early as 1957, some of the experienced teachers were selected, trained and given responsibilities to prevent juvenile delinquency and to guide students to the desirable developmental direction. Recently, teachers who had completed the special training program have been given professional counselor-teacher license by the government expecting dramatic changes such as decrease of violent behaviors, use of cigarettes and alcohol, drop-out, etc. at schools. However, no one could see the expected changes so far. No one could demonstrate the evidence of effectiveness. The reality is that even staff members as well as students at a school do not have right information on the nature of services the professional teacher-counselors are supposed to provide. Furthermore, it is not rare that the teacher-counselor candidates do not have clear awareness of their roles expected when they have come back to schools. In short, current school counseling system failed to show the society evidence that it works. Consequently, it failed to persuade the society in general, and in particular, government policy - makers to invest more money and energies needed in implementing the school counseling system fully.