School Counselors are often viewed solely as course selection advisors and graduation requirements facilitators. However, due to their placement in the educational environment, School Counselors are uniquely positioned to bridge students/families to informational, people, programmatic, institutional, and opportunity-based assets (that would otherwise be unavailable). Through a lens of social capital theory, specifically examining the nature of bonding, bridging, and linking relationship types, this conceptual piece will examine the larger scope of the School Counselor role. The article will discuss how counselors build trust, convert institutional knowledge into actionable advice, advocate for students, and link students and families to both academic/post-secondary, community/professional resources. Additionally, this paper will focus on first generation college student/immigrant/multilingual/lower income students who have fewer options for developing their own institutional knowledge via their personal network(s). This synthesis highlights the potential for counselors to serve as institutional broker's through relational development which could lead to transforming information into accessible opportunity. It also outlines the limitations of such practice by way of counselors having too many students/caseloads/administrative responsibilities/inconsistent parent/family communication/unfairly distributed school resources. A School Counselor Social Capital Framework has been developed to outline the steps involved in this process - Relationship -> Information -> Connection -> Opportunity -> Outcome. The framework illustrates that simply possessing information is insufficient; students are able to maximize benefits when they possess a trusted relationship to assist in interpreting that information, building meaningful connection(s), and utilizing available opportunity(ies).