The contribution of the principals in the management of secondary schools in Kenya is crucial because they play a key role on the maintenance of discipline and academic performance. The Ministry of Education established Guidance and Counseling services in schools for purposes of improving student discipline and academic performance. However, student discipline and academic performance has not improved. For instance in Kisii County from 2012 to 2016 there has been 300 cases of vandalism, 86 cases of student unrests, more than 95 cases of pregnancy and on average the mean score was 4.8. It is not clear as to what extent guidance and counseling services have impacted on discipline cases and academic performance. The purpose of the study was to determine the role of the principal in the provision of facilities towards Guidance and Counseling services in secondary schools in Kisii County, Kenya. The study used descriptive survey design and correlation research. The target population was 346 principals, 346 teachers and 30,000 form four students of Kisii County. The sampling techniques used were simple random sampling. Pilot study was carried out using 10% of the population. Four schools were sampled for piloting. Data was collected by use of well prepared questionnaires by the researcher. There were three categories of questionnaires which will be for principals, teachers and students. Content validity was done by using the results of the pilot study. The Test- re-test method was employed to estimate the reliability of the questionnaires whereby Pearson’s coefficient of 0.81 was obtained at P-value or 0.05 was considered reliable. Data collected from the field was analyzed and interpreted using frequencies, percentages, means and regression analysis. The study established that guidance and counseling resources is not independent from the principals’ contribution in the majority of public secondary schools in Kisii County. Key Words: Guidance and Counselling Resources, Guidance and Counselling Curriculum, Guidance and Counselling Policy, Academic Performance