The purpose of this study was to investigate the level of knowledge preservice educators (N=83) have (prior to field placement) of the diverse functions of school psychological service delivery. Various aspects of the referral process, and the perceptions preservice educators hold on the importance of several functions of service delivery were of particular interest. Relationships between level of knowledge of varying methods and perceived importance of those methods were made, as well as comparisons between regular education and special education majors. Results show significant differences between the perceptions which regular education and special education majors hold of the importance of distinct school psychological functions. Special education majors were found to place more importance on the various functions than regular education majors. Significant differences between the level of knowledge regular education and special education majors have acquired from their college education were also found. Results indicate that special education majors have acquired significantly more information about school psychological services than regular education majors. Five tables and three figures present data and statistical analysis. Three appendices present survey instruments used in this study. Contains 14 references. (Author/TS)