School psychology training and practice have been substantially influenced by a series of documents referred to as "Blueprints." The second edition of the "Blueprint" directly led to the development of training standards for school psychology that addressed several domains of practice. Both preceding and simultaneous to the "Blueprint" series were several calls for school psychology to be more consultative in its service delivery, but the practice remained largely unchanged. This article examined the emphasis on consultation within the three "Blueprints" and concluded that each document increased its focus on consultation even more than its immediate predecessor. Moreover, the article described the development of the three "Blueprints," the model for training and practice outlined in the third installment of the "Blueprint" series, and changes required in preservice and inservice training that would be necessary for the practice to adhere to the domains outlined in the documents. (Contains 1 figure and 2 tables.)