There is a growing interest in the use of classroom-based SLP interventions as evidenced by contemporary research. Despite the increased number of students requiring SLP services and the recommendation to use classroom-based interventions, the pull-out model continues to be the most prevalent service delivery model used by school SLPs. A lucid explanation for this occurrence is not readily available in relevant and recent Canadian literature. The purpose of this quantitative explanatory correlational study was to examine whether factors such as demographic characteristics, SLP caseload, and Canadian school-based SLPs' perceptions of classroom-based approaches predicted the use of classroom-based SLP interventions. The research method was non-experimental, correlational, and retrospective in design. The 118 participants in this study were practicing English SLPs working in schools in Canada, who completed an online questionnaire. The national association, Speech-Language and Audiology Canada (SAC) and provincial/territorial associations were asked to assist in participant recruitment. The results of the analyses showed that none of the variables were significantly correlated with use of classroom-based SLP interventions, individually nor in a binary logistic regression model. Recommendations for future research include the exploration of other demographic variables as well as other sources of participant data other than an on-line survey. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]