The purpose of this study is to examine the unique characteristics revealed in the counseling experiences of elementary school homeroom teachers and determine their significance. To achieve this, in-depth interviews were counducted with nine elementary school teachers who have more than five years of experience in counseling and who have directly or indirectly experienced couseling activities in lower, middle, and upper grade students. Based on the three-stage interview structure proposed by Seidman(2022), an in-depth interview questionnaire was constructed, and data was collected through one-on-one interviews. The collected data was proposed by Kim Young-Cheon(2013). Meaning units related to the research topic were selected and encoded, and through repetitive refelction on theme extraction, 17 sub-themes and seven main themes were derived from the final 230 meaing units. The characteristics of elementary school homeroom teachers’ counseling activities were analyzed in terms of initiating counseling activities: boarding the class train; conceptualization of counseling activities: solving puzzles for students’ classroom life; topics of counseling activities: growth and prevention; interventions of counseling activities: individual couseling and classroom educational activities; and conclusion of counseling activities: the journey of counseling activities over a year. As the homeroom teachers, the counseling experiences of the research participants bear the following meanings. Counseling activities related to students have a positive impact on their socialization. Counseling activities also served as opportunities for the homeroom teacher to enhance their personal qualities and traits as a professional. Through the results of this study, it is significant to identify the characteristics of counseling activities of elementary school homeroom teachers academically and to empirically confirm the meaning of homeroom teachers’ role as counselors through their experiences and reflections.