Faculty shortage is a major concern for the field of school psychology in the United States. Graduate students are not entering the field at a rate representative of the current need (Clopton & Haselhuhn, 2009). The reasons for this are multifaceted, but some studies have pointed to perceived high levels of job stress, perceived inadequate preparation to assume an academic position, and perceived low salary as possible deterrents to entering academia (Nagle, Suldo, Christenson, & Hansen, 2004). Faculty roles, duties, and expectations can vary substantially by institution type, location, program type, and college and department culture. Students may only be relatively knowledgeable of the types of positions they see in their own graduate program, which may be extremely limited in scope relative to the types of faculty positions available in school psychology. Unfortunately, students' opportunities to learn about this career path are often limited. Therefore, the purpose of this article is to provide readers interested in careers in academia an overview of the various faculty roles one might enter and an understanding of why professors in the field have entered these roles. Some researchers have suggested that if graduate students were more aware of the types of faculty roles available to doctoral level school psychologists, the faculty shortage might be reduced (Clopton & Haselhuhn, 2009). In this article, the authors provide an overview of the roles available to trainers in school psychology.