The purpose of this study was to examine school counselors experiences of meeting and working with adolescents with gender nonconforming identites. The study was based on two research questions which were stated as following: What do school counselors at upper secondary schools believe is essential when working with students with gender nonconforming identites? And is there access to regulatory documents or general material for school counselors to use when meeting students with gender nonconforming identites? And what are the school counselor's opinions on that being implemented? We decided to do a qualitative study and conducted six interviews with school counselors operating in six different upper secondary schools in Sweden. In addition to the interviews we decided to further our research to provide us with a global perspective using previous research as well as theories related to the purpose of the study. The results showed that school counselors found trust, continuity, confidentiality, situation based treatment, equality and gender inclusive language as most relevant to ensure students with gender nonconforming identites feel safe and accepted botn at school and as well as the counselors office. We also found there to be little to no regulatory documents or general material for school counselors to use when meeting students with gender nonconforming identites and the opinions among the informants were scattered where some had a positive take on it and others were critical.