Lack of clarity about professional roles and responsibilities of school counselors has resulted in role ambiguity and role diffusion among this group of professionals. Role ambiguity and role diffusion contribute to job dissatisfaction. The purpose of this quantitative correlational study was to examine whether role ambiguity and role diffusion predicted school counselor job satisfaction after controlling for years of experience as a school counselor, and to examine whether role ambiguity, role diffusion, and job satisfaction differed for school counselors at the elementary, middle, and high school levels. The theoretical framework was role theory, which conceptualizes how job roles within organizations serve as boundaries between individuals and organizations. Survey data were collected from 86 school counselors at the elementary, middle, and high school levels. Results of linear regression analysis indicated that role ambiguity and role diffusion were significant predictors of job satisfaction after controlling for years of school counselor work experience. Results of discriminant analysis indicated no significant differences in school counselor role ambiguity, role diffusion, and job satisfaction based on school level. Findings may be used to advocate for aligning school counselors' duties and responsibilities with the training and education they receive, which may enable school counselors to be more satisfied in their jobs. The social change implication is that school counselors who are satisfied with their jobs could more effectively serve the children, schools, and communities in which they are assigned.