This empirical paper explores the challenges counsellors face when managing learner discipline in Nigerian secondary schools. The paper emphasises the importance of counselling for learners’ academic performance and how learners conduct themselves both in the classroom and the school environment. A significant challenge identified is the high learner-to-counsellor ratio, contributing to increased discipline problems among learners. The study is grounded in humanistic theory, which asserts that counsellors focus on understanding human experiences, selfactualisation,personal growth, and the significance of subjective perceptions and feelings. This research employs a case studyapproach, guided by an interpretive paradigm. Interviews were conducted with six counsellors from three rural schools, each with at least five years of experience in their respective schools. One of the key findings is the inadequate resources available to manage learner discipline in Nigerian schools. Based on these findings, the paper argues that collaborative efforts between school managers and counsellors can enhance the effectiveness of counselling services in Nigerian schools and improve learner discipline.