Self-care for school psychologists has received overdue attention in scholarly literature and training. Most work in self-care relates to mental health problems arising from the stressful and emotional nature of work in school psychology. However, there is an additional component of self-care that has yet to receive appropriate levels of attention. Infection control and prevention (ICP) is not only an important aspect of self-care for school psychologists, but is also an aspect of ethical, safe, and sustainable service delivery to students, schools, and communities. School psychologists are at risk for experiencing a variety of infections and for serving as a vector to spread infection. In addition, school psychologists often travel from school to school and can serve as a vector that transmits infection across multiple school environments. For best practices in ICP to be implemented, knowledge, skill development, supervision, and accountability of ICP behaviors require integration into the preservice training, practice, and culture of school psychology. Effective ICP practices can be most effective when introduced early in training and reinforced as a critical learning objective with every new professional milestone involving direct contact with children and families.