This dissertation explores school psychologists' evolving roles and responsibilities, examining how their practices align with the National Association of School Psychologists (NASP) domains. This study utilized an online survey distributed via the snowball method; data was collected from 97 school psychologists across multiple states. The study investigates the extent to which school psychologists engage in tasks related to various NASP domains, their comfort levels with these tasks, and the time allocation for each domain. Key findings indicate that school psychologists are highly involved and comfortable with data-based decision-making and consultation but spend less time on academic interventions and instructional supports. Additionally, the study highlights significant regional and contextual variations in the roles of school psychologists. The implications of these findings suggest a need for strategic resource allocation, targeted professional development, and more explicit role definitions to enhance the effectiveness of school psychologists. Recommendations include increasing support staff for academic interventions, offering specialized training, and advocating for policy changes to better support school psychologists in diverse roles. This research contributes to a deeper understanding of school psychologists' current practices and challenges, providing a foundation for future studies and policy initiatives to improve service delivery and student outcomes. By examining the discrepancies between NASP guidelines and actual practices, this dissertation sheds light on the complex dynamics influencing the profession. It offers practical solutions for bridging gaps and enhancing the impact of school psychologists in educational settings. [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.]