School psychologists are faced with the task of conducting evaluations of students in order to determine special education eligibility. This often equates to administering a cognitive assessment measure to obtain information about skills or abilities. Although this may be a straightforward task when working with children of average or higher intelligence, it becomes increasingly challenging as students' needs and impairments become more complex. In this study, a sample of 209 North Carolina school-based school psychologists was surveyed about their practices and perceptions related to working with students with intellectual disabilities (ID). The study aimed to answer three research questions: 1) What is the status and range of school psychologists' previous training specific to the ID student population, 2) What is the nature of current school-based school psychologists' practices related to working with students with ID, and 3) What are school psychologists' perceptions of working with this population? The results identified trends in current assessment practices of school-based school psychologists in North Carolina related to their work with students with ID. Specific areas of strength and need were identified with reference to a variety of variables including cognitive assessment tool selection and linking assessment data with other practices (e.g., developing appropriate IEP goals and collaboration with community providers), respectively. Recommendations for future training and research are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]