Young Filipino students struggled because of their biopsychosocial backgrounds, which highlights the need for school counselors to advocate for students when they are subjected to disadvantaged positions. This study aims to explore the concept of social justice counseling experiences of selected Filipino school counselors by looking into the social injustice experiences of their counselees; their corresponding interventions; and the perceived areas of improvement to strengthen their intervention efforts. Through semi-structured in-depth interviews, it emerged that Filipino counselees experienced child poverty and indigence, violence, repercussions of mental health problems, prejudice and discrimination, and dysfunctional family dynamics. Filipino school counselors manage these through empowering the disempowered, advocating for the marginalized, equalizing social injustices by the law, and transforming adversities to advocacy opportunities. The participants shared that their intervention may be strengthened by supporting their professional development, reacquainting themselves and students, strengthening collaborative efforts, and alleviating obstacles to advocacy. Through these findings and the shortand long-term recommendations to aid and care for the school counselors’ personal and professional wellness, this study hopes to elevate the important role of school counselors in supporting young Filipino students amidst their own struggle to advocate for their profession.