Using a qualitative approach, this study examined the ways in which school counselors support and facilitate the career development of marginalized students. We interviewed seven female counselors working in schools to understand their experiences, challenges, and strategies. Guided by the Interpretative Phenomenological Analysis (IPA) framework and the ACA Advocacy Competencies, the study investigated how counselors interpret their roles, implement equity-oriented practices, and navigate systemic barriers in promoting career development for marginalized youth. Findings revealed that participants engaged in proactive advocacy by leveraging online resources, collaborating with school stakeholders, and adapting services to local community contexts. The findings demonstrated the significance of equity-oriented counseling practices and highlighted strategies for enhancing school support systems for marginalized student populations.