Gender inequality remains a persistent challenge within educational settings despite intensifying global efforts to promote inclusive and equitable education. Counseling services have been recognized as a strategic mechanism for fostering gender equality; however, the evidence regarding their roles and effectiveness remains fragmented across disparate studies and contexts. This chapter identifies, analyzes, and synthesizes prior research on the role of counseling services in promoting gender equality in educational environments, employing a Systematic Literature Review (SLR) approach that adheres to the PRISMA 2020 guidelines. Drawing on ten studies meeting the inclusion criteria, the thematic synthesis reveals three interconnected themes: gender-responsive counseling practices; gender bias and competency gaps within the counseling profession itself; and the intersectionality of gender, race, and social class in educational justice. The findings indicate that gender-responsive counseling can reduce stereotypes, support identity development, and expand students' academic and career aspirations, yet its effectiveness is frequently constrained by counselors' limited gender competence and by institutional barriers. Furthermore, an intersectional approach emerges as essential for addressing the diverse experiences of students and reducing structural inequalities. These findings contribute to the development of feminist counseling theory and social learning theory, while offering practical implications for counselors, educational institutions, and policymakers seeking to design more inclusive and gender-responsive guidance systems