The purpose of this generic qualitative inquiry study was to identify the common themes in the practices that school counselors used to maintain their professional identities when interacting and communicating with school administrators. Furthermore, there is a gap in the literature on the relationship of school counselors with administrators regarding their professional identity and perceived role by school administrators. Addressing this gap entailed answering the research question, How do high school counselors describe their interactions with school administrators to maintain their professional identity? A qualitative methodology with generic qualitative inquiry was the approach used for the study. The population consisted of 10 high school counselors within the United States: 2 men and 8 women. The participants had an average of 8.7 years working as school counselors, a mean age of 39 years, and various self-identified ethnicities. The data underwent analysis through thematic analysis, which included coding the data and identifying the common themes. The identified themes were offering data and artifacts, use of open communication, advocacy, and maintaining a positive relationship. The findings indicated that the high school counselors' relationships with their school administrators directly impacted the school counselors' work and their perceived professional identities throughout their schools. The high school counselors used an array of strategies to maintain their professional identities and achieve positive student outcomes. The recommendations for future research include investigating the root of school administrators' misunderstanding of school counselors' roles, using surveys to collect data in tandem with semistructured interviews, and including school principals as participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]