School education has largely ignored the role of school counseling programs and the relationship of counseling to student success. The movement for development of standard, with its reform agenda for higher student expectations, offered a timely challenge to the school counseling community to explore the possibilities of the frames for school counseling programs. This study examined the opinions of school counselor practitioners and specialists toward the development of program contents - the scope of school counseling curriculum contents- that standard system should contain. In addition, the respondents described each component\'s importance in their current school counseling programs vs necessity in school counseling programs. Each finding is based on three domains - personal/social development components, academic development components, career development components - and was chosen and emphasized by school counseling members who were employed in middle schools, high schools, colleges and universities. Analyses revealed that school counselors overwhelmingly show the similarities to choose the components for the school counseling programs. The majority of the counselors want standards based more upon practice than theory; however, they seem to be stressing not their current practice but an envisioned practice. Korean school counselors reported the strongest show of support for career development components followed by personal/social and academic development. As an inaugural initiative, this study has produced empirical evidence that specialists of school counseling shows the consensus to have the frames for contents of school counseling programs. The findings provide the rationale and foundation for the following studies such as development of the sequence of school counseling curriculum contents and assessment of effects on classroom activities for all students. Key Words : School counseling, Comprehensive developmental school counseling approach, Delphi method.