Objectives: The purpose of this research is to provide a model of school counseling services based on the conditions and implications of the grounded theory to help school counselors use appropriate services for the integrated development of students. Methods: The research method was a qualitative research that was conducted using the grounded theory approach. A semi-structured interviews and the translation of authentic school counseling documents were used in this study to collect data. Eight professional school counselors with doctoral degrees in counseling, who worked in schools as a school counselor for more than 10 years, participated in this study; many of them now teach at universities. Results: The findings of this research are based on the fields of grounded theory, including concepts of the factors and consequences of school counseling services. These concepts include: developmental needs of students, professional competence of school counselors, the necessity of family awareness, cultural context, family lifestyle, education policy, entrance exam phenomenon, psychiatrists and drug prescription, therapeutic attitude instead of preventive attitude. non-governmental institutions and schools, student standards, counselor standards. Conclusions: The findings of the research showed that the provision of school counseling services should be based on the developmental needs of students, the cultural context and lifestyle of families should be considered, school counselors should have the necessary standards to provide services, and finally, direct and indirect counseling services. The school should be provided in a specialized manner and in a regular framework to facilitate the integrated growth of students.