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Children today are exposed to the ever escalating social and psychological challenges like divorce, poverty and other forms of abuse by parents, care givers, and guardians. Some children are abandoned at birth and some parents no longer give their children the care and emotional support needed. These traumatic experiences haunt them during play and learning at school. Guidance and Counselling is therefore essential to assist such victims to use inner resources to cope with the multi-challenges and attain congruency. The school system is usually tasked to provide Guidance and Counselling services to children. Zimbabwe adopted Guidance and Counselling in the primary school curriculum as a mandatory policy in an effort to transform lives of 'a special population.' The effectiveness of Guidance and Counselling programmes in Zimbabwean primary schools is however, undermined by implementers who view it as a peripheral subject, counsellors workload, limited resources and the complexity of child counselling. The analysis should assist education practitioners, policy makers, planners and other stakeholders of the provisions available and challenges encountered in the endeavour.