There is a dearth of literature that has empirically examined ecological factors that influence school counselors’ engagement in leadership. Thus, using hierarchical regression analysis, we examined whether sociocultural factors (i.e., race/ethnicity, childhood socioeconomic status, current socioeconomic status, age, gender), professional developmental experiences (i.e., leadership experience, supervision, mentorship, leadership training), intra- and interpersonal factors (i.e., multicultural competence, leadership self-efficacy, psychological empowerment), and school climate significantly and uniquely predicted school counselors’ leadership practices. The final hierarchical regression model, using 647 school counselors nationwide, accounted for 57% variance in these practices. Sociocultural factors, professional developmental experiences, and intra- and interpersonal factors significantly and uniquely contributed to the school counselors’ leadership practices. We discuss implications for the profession.