As early career scholars, we have benefitted from the recommendations made by Conoley and Gutkin nearly 25 years ago. Our training and applied experiences were closely aligned with Conoley and Gutkin's view of school psychology practice. Namely, the content of our courses and our practice of psychology in practicum and internship were reflective of an applied ecological orientation within a prevention framework rather than focused solely on individual level services. As we reflected on the articles in the special issue, and the state of the field moving forward, we identified 2 broad recommendations we believe are integral to realizing the promise of school psychology, the applied use of an implementation science lens and the explicit centering of equity and social justice in school psychology.