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The profession of career guidance councillors is in a period of identity redefinition with regard to the organisation of schoolwork in Quebec. New Public Management prescribes functional flexibility and a practice based on collaboration-advice with school stakeholders and parents. In real work, career guidance councillors have to come to terms with the prescriptions resulting from the reforms. When gaps occur between activities driven by their professional ambitions and their day-to-day activities, they can experience an identity crisis regarding their profession as they no longer recognise their profession in what they do. Via the use of a quantitative survey methodology, the article identifies, on the one hand, the practices which best correspond to this professional ambition and, on the other hand, those which career guidance councillors effectively implement. Indirectly, the study sheds light on the distinctive characteristics of the reforms carried out in Quebec and the way in which they impact the experience of the education professionals.