The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly important for and highly implemented in their programs. Utilizing Self-Determination Theory (SDT; Deci & Ryan, 1985) as a theoretical framework, it was found participants' motivation could best be characterized as "identified regulation" for incorporating personal and social development as a strategy to support academic achievement. (Contains 3 tables.)