Assessment and management of youth suicide risk is a key role for school psychologists. However, prior research indicates that psychologists commonly lack confidence and feel unprepared when they graduated to conduct risk assessments. This qualitative study explored nine Victorian early-career school psychologists' role in risk assessment, and their self-perceived preparedness, self-efficacy, postgraduate training experiences and methods used to assess risk. Results identified that the frequency of student suicidal ideation and acute mental health presentations exceeded participants' expectations. Participants identified confidence in assessing risk, but less confidence in the follow-up actions. Participants reported employing comprehensive risk assessment practices and most received exposure to risk assessment during training. Key factors identified for building risk assessment preparedness and confidence were supervision, experience, professional development and research. As participants identified core risk assessment competencies that may require further coverage in curricula, these findings have important implications for universities to maximise graduates' risk assessment preparedness.