Background: Although recent studies provide information regarding state-level policies and district-level practices regarding social, emotional, and behavioral screening, the degree to which these policies influence screening practices is unknown. As such, the purpose of this exploratory study was to compare state- and district-level policies and reported practices around school-based social, emotional, and behavioral screening. Methods: Data for the present study were obtained from three sources: (1) a recent systematic review of state department of education websites; (2) a national survey of 1,330 U.S. school districts; and (3) a web search and review of policy manuals published by the 1,330 school districts. Comparative analyses were used to identify similarities and differences across state and district policies and practices. Results: Of the 1,330 districts searched, 911 had policy manuals available for review; 87 of these policy manuals, which represented 10 states, met inclusion criteria and were thus included in analyses. Discrepancies were found across state and district policies and across state social, emotional, and behavioral screening guidance and district practices, but consistencies did exist across district policies within the same state. Conclusion: District-level guidance around social, emotional, and behavioral screening appears to be limited. The present findings suggest a disconnect between state- and district-level social, emotional, and behavioral screening guidance and district reported practices, which signifies the need to identify the main influences on district- and school-level screening practices. [This paper was published in "Journal of School Health" v90 n4 p264-270 2020 (EJ1245943).]