While the research on report-writing time is sparse, there is evidence--some empirical, some anecdotal--that school psychologists are devoting more time than ever to report writing. Critics of common report writing practices have been calling for reforms for decades, proposing that reports should be more relevant, readable, and useful (Brenner, 2003; Groth-Marnat & Horvath, 2006; Harvey, 1997, 2006; Hass & Carriere, 2014; Lichtenstein, 2013; Lichtenstein & Ecker, 2019; Ownby, 1997; Pelco et al., 2009; Schneider et al., 2018; Tallent & Reiss, 1959; Weddig, 1984). Not all school psychologists, however, are oppressed by burdensome report-writing time. In a national survey of NASP members on report-writing practices, only 49% of the 272 respondents indicated that they would like to decrease the amount of time they spent writing reports (Harvey, 2006). A similar finding emerged from an online poll conducted during my NASP-sponsored webinar on oral reporting of assessment results in October 2021. Of the 165 participants responding to the online poll, only 11% indicated that they typically require between 3 and 5 hours to write a report. The rest were evenly divided between taking less than 3 hours and taking more than 5 hours. This article discusses how the report-writing can be standardized.