Although the role of the school social worker has historically been inconsistent, fragmented, and contextual, concerns about the need to advocate for school social work positions, demonstrate the effectiveness of school social work practice, understand the consequences of role ambiguity, and respond in a proactive way to policy changes has necessitated a focus on the development of a more clearly defined school social work role. The purpose of the current exploratory-descriptive study was to examine the role of school social workers in Louisiana (N = 378). Results of the analysis led to a consistent role definition in Louisiana and the development of a conceptual practice model. This conceptual model and role definition has implications for school social workers' ability to advocate for their positions, provide accountability for their work, and guide the training and education of school social workers.