The United States continues to be one of the top resettlement countries in the world, and refugee children are entering U.S. schools at unprecedented rates. School counselors strive to develop and implement comprehensive counseling programs that address the academic, career, and personal/social needs of all students. This includes addressing the needs of refugee students; however, research remains limited with regard to this population. This article describes a qualitative examination of middle school counselors’ experiences and perceptions of the social and emotional needs of refugee students. Nine professional school counselors were interviewed, and five themes pertaining to identifying and addressing the social and emotional needs of refugee students emerged from the interviews: (1) school counselor’s role, (2) resilience, (3) perceived student trauma, (4) barriers, and (5) supportive factors. Participants perceived their professional role to be both a factor of support and a barrier to providing support. Awareness of trauma and other barriers are discussed, along with the perception of resilience among refugee students and factors that help support school counselors in addressing the social and emotional needs of this population. The authors present implications for practicing school counselors and ideas for future research.