Understanding the existing discrepancy between school psychologist engagement in systems-level consultation and the ascribed importance of such practice is likely multifaceted. Barriers, such as time spent in assessment-related activities, a lack of training in consultation, and high student-to-school psychologist ratios, among others, are known to reduce the possibilities and opportunities for school psychologist participation in systems-level consultation (Cramer & Rosenfield, 2003; Curtis, March, Castillo, Stockslager, & Gelley, 2012). An underexplored potential barrier for school psychologist entry into systems-level activity is a school's principal. Most studies of educational professionals' perceptions of school psychologists were conducted over a decade ago (e.g., Gilman & Gabriel, 2004). The present study sought to explore principal perceptions of school psychologist preparedness for and engagement in systems-level consultation. Results of this study suggested that principals may not perceive school psychologists as having the necessary knowledge and skills to provide systems-level consultation. Additionally, a principal's knowledge about systems-level consultation and school psychologist accessibility were found to significantly influence how often principals provided school psychologists with systems-level consultation opportunities. Results of this study will aid school psychology training programs in preparing future systems-level consultants and help current school psychologists interested in expanding their roles by entering into systems-level activities. [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.]