School psychologists are trained to provide comprehensive support through strategies such as consultation, family engagement, individual and group counseling, and providing academic support to staff and teachers. However, school psychologists are rarely able to provide comprehensive services due to an overwhelming number of evaluations for special education services. The qualitative study interviewed school psychologists and building principals to better understand their experiences and perceptions of working with a school psychologist or being a practicing school psychologist and compared those experiences to find similarities and differences in the roles and responsibilities. Results indicated building principals desire more consultation and early intervention involvement from school psychologists. School psychologists reported a desire to work directly with children but are stifled by the amount of time spent on evaluations. School psychologists and principals both agreed barriers such as time, heavy caseload, and lack of resources are contributing factors. Results may help guide educational policy makers and administrators in the development of school psychological service models. [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.]