The study aimed to determine whether counselor roles and practices, emotional intelligence, and personality types are correlates of counseling effectiveness of guidance counselors in selected secondary schools in Iloilo City. it, likewise, aimed to ascertain whether significant relationships existed among guidance roles and practices, emotional intelligence, and personality type. Further, it ascertained which of the variables can significantly predict counseling effectiveness. The participants were the 18 guidance counselors and the 387 students who were the recipients of the counseling services of these guidance counselors. Data were gathered with the use of a researcher-made Questionnaire on Counselors Roles, Practices and Counseling effectiveness, the Self-Assessment Emotional Intelligence Questionnaire, as well as the Keirsey Bates Temperament Sorter. Means and standard deviation for the descriptive statistics, and the t-test for independent samples, the ANOVA, Multiple Regression Analysis, and Pearson Product-Moment Correlation Coefficient for inferential statistics were employed. Alpha was set at .05. Findings revealed that the guidance counselors performed the roles of provider of educational guidance and information, particularly regarding school programs, policies, and facilities; a discipline officer; a consultant to parents regarding development and adjustment need; and a consultant of parents and faculty members on special need of students and others school concerns. Moreover, the students also perceived that their guidance counselors do activities such as keeping students record; following-up failing students and drop-outs; consults with teachers regarding students' performance, and orients students on the programs, policies, and facilities of the school. The guidance counselors, on the other hand, considered these roles of being a facilitator and provider of educational guidance and information, important. The guidance counselors also performed activities such as conducting individual counseling, keeping student records, consulting with administration regarding students' developmental activities, and following-up failing students. The findings further revealed that the guidance counselors had a "very high" level of emotional intelligence and most of them had Extraverted Feeling with Sensing (ESFJ) type of personality. Moreover, in terms of counseling effectiveness, the students clients as well as the guidance counselors perceived themselves to be "highly effective." No significant differences were found in the counseling effectiveness of guidance counselors as perceived by the students and the guidance counselors themselves. No significant differences were noted in the counseling effectiveness of guidance counselors when different variables were considered. On the other hand, a positive and significant relationship existed between counseling effectiveness and counselor roles and practices. Finally, educational background, roles and practices, and emotional intelligence came out as significant predictors of counseling effectiveness.