It has been known for several years that there are shortages of school psychologists. Effects of these shortages include unmanageable caseloads, the inability of school psychologists to provide prevention and intervention services or to regularly consult with school personnel and families, limited access to mental and behavioral health services for students, and limited service delivery to students not identified through special education (NASP, 2019). There have been several initiatives to address these shortages: increase salaries, advocacy, hiring interns, targeted recruitment, increase partnerships with higher education institutions, increase and targeted advertising, making the profession more visible, and providing scholarships to students who will enter the field. All of these initiatives and ideas are excellent; however, until they are implemented, what is being done for students now? This article will describe the experiences of a school psychologist and a school psychologist supervisor in dealing with some of these issues in a school district in Maryland. It also offers commentary on virtual assessment practices.