The field of guidance is changing from one of providing services for students needing help to results-based guidance programs which provide knowledge, attitudes, and skills for all students. This shift in focus has resulted in different expectations of counselors who are responsible for implementing guidance programs in the schools. Some counselors who were successful in providing counseling services have been less successful in guidance programs. This study looked at selected counselor characteristics that contribute to successful results-based guidance programs. The question is asked, “Are counselor characteristics related to the success of a results-based guidance program?” Data on student results were collected from high school seniors and eighth-graders at eighteen secondary schools. The counselors implementing the results-based guidance programs at these schools were assessed on selected personality characteristics using the Myers-Briggs Type Indicator. In addition, data were collected on demographic factors including sex, race, age, and length of service for each counselor. Additional qualitative data were collected from administrators, teachers, counselors, and students from a successful and less-successful school using an interview format. Quantitative and qualitative methods were used to answer the research questions. Analysis of data included ranking schools based upon student mean scores in four guidance competency areas to differentiate successful from less-successful programs, a t-test was applied to four MBTI scores to determine significant differences between counselors implementing successful programs and those implementing less-successful programs, application of Kruskal-Wallis one-way anova test was used to analyze demographic factors and a stepwise, multiple regression was applied to personality factors to account for the amount of variance ascribed to each. Qualitative data were analyzed through the use of a cross-site, two variable descriptive matrix. Findings indicated that the Thinking-Feeling preference on the MBTI differentiates at the p < .01 level between counselors implementing successful results-based programs and those implementing less-successful programs at the high school level. Using a student self-report format, it was possible to differentiate between successful and less-successful results-based guidance programs at the high school level. In an interview situation, administrators, teachers, students, and counselors articulated personality characteristics that contribute to a successful results-based guidance program in terms that related closely to the findings of the MBTI. / Ed. D.