School psychologists often face complex ethical and legal issues in their work, which become more challenging as the needs of students and school systems evolve. When faced with ethical dilemmas, it can be difficult for school psychologists to determine the best course of action, particularly when there is no clear solution. This study explored the ethical dilemmas experienced by psychologists working in South African schools in the Western Cape. The aim was to understand the ethical landscape in which they operate. The research was conducted through semi-structured telephone interviews with 16 participants, who shared 58 ethical dilemmas they had experienced. The data were analyzed using thematic analysis, identifying six themes: confidentiality, role definition, assessments and reports, workload, consent, and scope of practice. Participants utilized various strategies to manage dilemmas, such as relying on professional codes, setting boundaries, seeking supervision, and prioritizing the child's best interests. The study highlights the complex context in which school psychologists navigate ethical issues and their impact on the types of dilemmas they face. Finally, suggestions are provided for training and practical application.