This study explores the lived experiences of student counsellors in Zimbabwean tertiary institutions. These counsellors work in complicated cultural and institutional settings to enhance students’ mental health and well-being. Data were collected using a qualitative phenomenological technique. In-depth interviews were conducted with student counsellors from various Zimbabwean tertiary institutions. The results of the study show both the obstacles counsellors have faced and the accomplishments that counsellors have achieved. Themes that emerged include cultural stigma, resource constraints, professional identity, and changing student requirements. The study emphasizes the need for culturally appropriate counselling approaches, institutional support, and ongoing professional development. Recommendations are offered for policy improvements sand additional research.