This article will discuss the findings of a single explanatory case study on the model of whole school guidance counselling in the Irish secondary school system which was carried out during a turbulent period of policy and practice changes in the delivery of guidance counselling services to students from 2012 onwards (Simons 1980; Yin 2014). Although the case study is positioned within a single voluntary school the findings may be typical of similar secondary schools settings in Ireland and abroad. Particular focus is given to explicating the key findings of the case study through the specific themes of; conceptions of whole school guidance counselling, the Irish integrated model of guidance counselling, stakeholder roles and responsibilities, and the effect of resource re-allocations by policy makers funding guidance school services.