In a practice-based field such as school psychology, university trainers have the potential to both directly and indirectly impact the lives of many people, including their colleagues, their graduate students, and the children and families with whom their graduates will work. The research that they conduct and the students that they train will shape the practice of school psychology for years to come, with this far reaching impact pointing to the importance of their role. Therefore, it is imperative that there be a strong connection between university trainers and the current practice of school psychology. Trainers are continuously engaged in activities that build their expertise in their field of study, making them leaders and pioneers who can train both future and current school psychologists on cutting edge approaches. But sometimes gaps still manage to form between their perspectives of current practice, and the actual experience of school-based practitioners. With the practice of school psychology constantly evolving, it is important for trainers to seek opportunities to maintain their connection with practice. In this article, the first author recounts her experience as a school psychologist during her sabbatical from her university. She also proposes the creation of an integrated community responsive training model in which university training programs develop collaborative agreements with local school districts allowing trainers of school psychology to work across settings, providing a service to the local school district while having part of their faculty load include school-based practice.