School personnel and parents refer youth for psychoeducational evaluations for various reasons. At times, the data do not indicate difficulties that necessitate any level of special education services. That should not mean that the school psychologist's work is complete. Given that evaluation data can indicate a wide variety of issues, including ones that are indirectly related to the referral question, it seems appropriate for the school psychologist to be able to offer expertise on these related issues. In this article, a role for the school psychologist as an individual who could offer targeted intervention in a brief meeting is discussed. Some behavioral, affective, and interpersonal concerns of children and their families might be addressed in this manner, and of course, could be followed up or revisited readily. Cognitive and behavioral interventions are particularly suitable for this purpose. Thus, the school psychologist is in a unique position to provide assistance, which may be akin to single-session psychotherapy.