Schools across the country are trying to build capacity to meet the diverse needs of learners. School psychologists are often expected to play a key role in capacity building and systemic change. Many students have or are at risk for having significant academic and social-emotional problems, and to date, schools have not been well equipped to successfully respond and intervene. This special issue highlights the need for increased attention to successful collaborative models and to innovative and intensive approaches to bridging the gaps between practice and research and research and practice through ongoing support and sustained efforts.