School counselors are the implementor of the school counseling, so they have the duty to modify students’ problem caused by video-game playing. In order to explore the influence of the school counselor’s video game experience on school counseling in junior high schools, the study adopted qualitative research design. methods to explore the school counselor’s video-game experience and how these experiences applied to their work. Six junior high school counselors were interviewed. The results showed that the motivations of playing video-game included needs for personal interactions, emotional relief, and the pursuit of a sense of accomplishment. Worth notedly, part of counselors mentioned their motivation of playing video-games was related to increasing their work efficiency. The application of playing video-were relevant to individual counseling and provide guidance in classroom setting. In counseling, the video-game experience could be applied in relationship establishment, case conceptualization, and treatment. These experiences could be applied as medium for relieving resistance, building counseling relationship, exploring family conflict, and raising client’s reality sense during the counseling process. This implied that school counselors’ video-game experience could increase their professional efficiency while they faced students with video-game issues. It is necessary that school counselors should reflex and integrate the meanings of their video-game experiences before they apply them. Then, they can apply properly these experiences that shared with students while prioritize students’ well-beings.
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