Pedagogical counseling is one of the most important areas of pedagogues's work, representing a significant component in providing support and enhancing the well-being of all counseling subjects. In order to be considered effective pedagogical counselors, pedagogues must continuously develop their ethics, encouraging them to consistently adhere to professional ethical principles and navigate ethical dilemmas that arise during pedagogical counseling more easily. Thus, the aim of this research was to examine how school pedagogues understand and practice ethics in pedagogical counseling. This research included a qualitative methodology with a semi-structured interview as the research instrument, conducted on a sample of five female pedagogues from elementary schools in Zagreb. Research results revealed that all participants understood ethics as a set of rules or guidelines that must be adhered to for the benefit of the counseling subject, but also for their own protection. Moreover, the participants understand ethics as a developmental rather than a static concept, primarily advanced through self-reflection. Additionally, the disclosure of confidential information was recognized as a violation of ethics, yet intriguingly, the participants identified the most common ethical dilemma in their work as how to handle confidential information. This finding implies that maintaining the confidentiality of information, for the participants often presents a central challenge in their counseling practice.