The purpose of this study was (1) to determine the frequency in which school social workers in Virginia engage in and prefer to engage in social work related activities and (2) to determine if the frequency in which the social work related activities the school social workers engage in is related to select variables. After a comprehensive review of the literature, a survey questionnaire was developed by the researcher and served as the data collection instrument. Participants in this study were school social workers in Virginia. Participants were asked to respond to an online survey questionnaire. Fifty-five percent (138/252) of the surveys were returned in usable condition. Data collected through the survey questionnaire sought to answer 16 questions including the actual and preferred frequency of engagement in social work related activities and the relationship between the frequency of engagement and gender, years of experience, length of contract, competence, person primarily responsible for determining the activities of school social workers, number of schools served, number of school social workers in the school district, size of the school district, socioeconomic status (SES) of the school district, educational level, percentage of students with Individualized Education Programs (IEP), and type of student school social worker's work with. Descriptive and inferential statistics including frequency, means, percentages, mean ranking, t-tests, ANOVA and post hoc t-tests were utilized. Analysis of the data suggested similarities in the activities school social workers actually engage in and the activities school social workers prefer to engage in such that the activities most frequently engaged in involve liaison work, consultation with administrators, interaction with community agencies, working with a multidisciplinary team and report writing. Activities that school social workers engage in less frequently are conducting research, providing staff training and attending court. Each of the independent measures were significantly related to the frequency of engagement in at least one of the activities except years of on the job experience and socioeconomic status of the school district. Based upon the findings and conclusions, recommendations for practitioners and future research are presented. [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.]