For more than a century, social workers have been a life force within the education system. Throughout recent history school social workers have had an array of responsibilities within the school community. They have served as counselors, mediators, and advocates. Traditionally, school social workers have been primary facilitators of communication and linkage between school, home, and community. Yet, despite having such vast and critical responsibility within learning systems, school social workers remain marginalized and discounted as school leaders. School social workers are often compartmentalized as case managers or commissioned for supportive counseling and crisis intervention, and their capacity to contribute administratively to the school goes unnoticed. The social workers' aptitude to serve as school policymakers and instructional supervisors is an untapped reservoir of potential for educational systems. This conceptual article reviews the existing literature on the influences that have affected traditional school social work functions. It acknowledges the historical perspectives of the school social work profession, discusses potential barriers to demarginalization, and encourages acquisition of educational leadership responsibilities by school social workers.