The purpose of this concurrent mixed methods study was to explore school counselors' responses to relational aggression in schools. A convenience sample of K-12 school counselors (n = 370) who use the Internet was used. Participants were recruited by postings made to ASCA Scene and through advertisements by state counseling associations. Participants were screened to include school counselors who (1) had licensure/certification from the Department of Education as a school counselor, and (2) were currently employed as a licensed/credentialed school counselor as defined by the Department of Education. The School Counselors' Responses to Aggression in Schools survey instrument was designed for the present study to explore school counselors' perceived preparedness and attitudes towards, along with interventions for relational aggression in schools. Results indicated that when compared to overtly aggressive incidents, school counselors were less likely to define relationally aggressive incidents as aggression, rated relationally aggressive incidents as significantly less serious, and reported being significantly less likely to intervene in relationally aggressive incidents between students. Results indicated that gender was not a determinant in whether overt or participants defined relational aggression incidents as aggression. Most participants felt prepared to provide education about relational aggression to students, parents/guardians, and teachers/administrators. School counselors with prior education and/or training in both overt and relational aggression reported a significantly higher degree of perceived preparedness to provide education about relational aggression to the various parties. Further, participants with prior training in both overt and relational aggression reported a significantly higher degree of perceived preparedness to intervene in relationally aggressive incidents between students. Participants reported similar interventions for relational and overt aggression, however exceptions were noted. Limitations of this study, recommendations for future research, and implications for school counselors and counselor educators are discussed.