This study explored whether school counselors who attended a Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited program varied from those who did not attend a CACREP accredited program in their sense of feeling prepared to perform tasks within the four fundamental categories: counseling, consultation, curriculum, and coordination. This research also sought to determine if CACREP and non-CACREP professionals differed in their sense of performance match between what they actually do in their counseling position and what they believed was appropriate for their position. There were a total of 838 participants between the ages of 23 and 71 who were members of the American School Counseling Association, were currently practicing, and had earned either a master's or specialist degree. Participants completed an adaptation of the School Counseling Rating Scale (SCARS), originally developed by Scarborough (2005), to rate their sense of how well their education prepared them for tasks within the four fundamental categories, how often they actually engage in these tasks, and how appropriate they felt those tasks were in their profession. The analyses yielded some significant findings. One of these findings indicated accreditation did have an effect on perceived preparedness for one of the fundamental categories. Also, several significant differences existed in preparedness among all participants without regard to accreditation.