Kenya, as a developing nation, is undergoing dynamic political, economic and social cultural transitions. The educational system is experiencing curricular, administrative and cultural change as well. The guidance and counseling program was recently introduced in the secondary schools as a component of the curriculum to respond to changing needs of the population.

The major purpose of this study was to describe the role and functions of the guidance and counseling program in selected Kenyan secondary schools. The study involved a survey of secondary school students, counselors and headteachers regarding their perception of aspects of the guidance and counseling program.

The sample for this study consisted of 520 secondary school students, 108 counselors and 108 headteachers randomly selected from secondary schools in eight districts in the Rift Valley and Western Provinces of Kenya.

Data were collected and analyzed by use of percentage tabulation, cross tabulation, analysis of variance and factor analysis. The results of the study indicated that students, counselors and headteachers perceived selected roles and functions of guidance personnel and counseling programs, as presented by AACD (American Association for Counseling and Development) as being fulfilled, with the exception of career development role. Career guidance services were perceived as inadequately provided by the program. Awareness and utilization of the guidance program in the schools were found to be at a high level.