This study aimed at investigating the relationship among students 'personality dimensions, sex, attitude towards counseling services and utilization of school guidance and counseling services in Bahir Dar special zone secondary schools. A total of 368 participants (184 males and 184 females) were included in the investigation. Schools were selected purposively and proportional stratified sampling was applied to get proportional number of participants from each schools, males and females. Total samples were proportionally classified based student populations and sexes in each school under study using proportional stratified sampling. Then after, from each school, one grade level was randomly taken using lottery method. Furthermore, 2-4 sections were selected again by lottery method; thus multi stage cluster sampling was applied. Questionnaire with 5 and 6 level Iikert scale were used to measure personality and attitude towards counseling respectively, whereas, one dichotomously scored and one open ended item were used to measure students' utilization of school counseling services. The cronbach alpha reliability estimates were 0. 808 and 0. 722 for personality and attitude items respectively. Pearson product moment ' correlation coefficient, multiple linear and binary logistic regressions were applied in searching answers for research questions and all significance tests were made at a~ 0.05. The Pearson product correlation revealed that there statistically significant relationship among students ' sex with personality dimensions (except extraversionrand utilization, personality dimensions (except openness) with attitude, personality dimensions (except agreeableness) with utilization and attitude with utilization of school counseling services. However, interrelationship among sex and .auitude and extraversion, utilization with agreeableness as well as attitude with openness were not statistically significant. The result of linear IX Abstract I regressions has illustrated that the effect of students-' personality dimensions on their attitude was -statistically significant with (F4. 363=7. 538, p<O. 05) and (R2=0. 077). Results of the logistic regressions pointed out that student's attitude and sex~were significant predictors of utilization of school guidance and counseling services. Moreover, the logistic regressions conducted separately for males and females revealed that sex moderates the relationships among personality, attitude and utilization of school counseling services. Qualitative results also have indicated that many students lack awareness about the purposes and functions of school guidance and counseling services. Thus, I recommended that, among others, schools should work on developing positive attitude of students towards school guidance and counseling services using co-curricular activities such as school mini-media and arranging free classes at least on monthly bases whereby, counselors render group counseling through which favorable attitude