Compassion fatigue refers to the negative consequences associated with working with traumatized individuals. When a crisis occurs, school psychologists are often the first to respond to the mental health needs of the children, frequently exposing them to the intimate details of the crisis and increasing the risk of compassion fatigue. The aim of this study was to examine compassion fatigue in school psychologists following crisis intervention work. Data were collected via interviews with eight school psychologists to examine their crisis response-related experiences and the impact this work has on them. Analyses revealed five major themes including, Indications of Compassion Fatigue, Personal Factors, Professional Factors and Resources, Crisis Factors, and Benefits to Providing Crisis Intervention. Findings indicated that all participants experienced some level of compassion fatigue, with secondary traumatic stress symptoms being the most prevalent concern noted. Responding to many crises, responding to high-severity crises, personal trauma history, and having other duties were associated with the level of compassion fatigue. Additionally, most participants felt compassion satisfaction through their work, which can serve as a protective factor against compassion fatigue. These findings have implications for school-based crisis intervention work and how school districts might support crisis interveners.