School counselors are frequently assigned responsibility for Section 504 coordination, particularly in rural and under-resourced schools, despite national guidance advising against this role (American School Counselor Association; ASCA, 2024). In Montana and similar rural contexts, school counselors often serve as the de facto 504 coordinator, navigating complex legal requirements with limited training and significant competing responsibilities. Section 504 of the Rehabilitation Act of 1973 is a civil rights law designed to ensure equitable access to a free appropriate public education for students with disabilities, broadly defined as a physical or mental impairment that substantially limits one or more major life activities (U.S. Department of Education, 2023). This broad definition, combined with evolving understandings of disability, places school counselors in a critical position to support identification, evaluation, and access while avoiding inappropriate roles such as diagnosis or unilateral decision-making. Grounded in current ASCA position statements and federal guidance, this session acknowledges the gap between policy and practice and provides practical strategies for navigating the Section 504 process. Participants will learn how to use data to inform eligibility decisions, respond to common referral scenarios, and implement ethically grounded practices within their current roles. Emphasis will be placed on role clarity, collaboration, and advocacy to support both student access and sustainable school counseling practice.