In the current socio-economic context marked by increased pressure on the environment, resulting in hazardous natural phenomena (pollution, drought, etc.), it is essential, for the common well-being of humanity, to collectively work toward environmental protection and the achievement of the Sustainable Development Goals (SDGs). While the role of the educational system is essential in this endeavor, School and Career Guidance (SCG), as a component of this system, is also called upon to engage. The “Green Guidance” concept, developed by Peter Plant in 2014, offers a practical response to ecological concerns. It focuses on raising awareness among individuals about the environmental impact of their career choices while encouraging career counselors to integrate ecological considerations into training paths. This approach emphasizes the need to view individual success from an economic and psychological perspective and by considering global social and environmental issues within a sustainability framework. This study serves as an exploratory effort to examine the potential for establishing “Green Guidance” within the SCG system in Morocco. It investigates how career counselors consider the effects of the ecological transition in supporting students’ projects, emphasizing the importance of broadening reflection spaces to enable young people to develop responsible and community-oriented agencies. The study is based on a previously conducted survey involving 207 career counselors from the USA, which aimed to gauge the respondents’ knowledge concerning approaches to counseling greened occupations and how they relate to environmental conservation. The outcome indicates that most counselors possess an environment-related qualification and hold this strategy in a favorable light. Still, the gap between national economic planning and the implementation of these plans is called for. The research describes some effective approaches in teaching and practicing, which need to be overcome to “green” counseling practice. The openness of the counselors is irrespective of their professional background or working environment. These findings reward the study with the capacity to advance action or advocacy strategies that school systems can use to facilitate sustainable educational and occupational choices and assist in transitioning toward more eco-friendly endeavors for the development of a greener and more resilient economy.