This article addresses how school social workers can decrease overload in their roles. A two-step process of envisioning an ideal role is outlined: (1) indentifying priorities and activities that are effective or in need of expansion and (2) weeding out activities that could be done differently or no longer serve their purpose. The author encourages school social workers to provide monthly written reports to their supervisors to communicate accomplishments and secure the leverage needed to make systematic role changes. Because many school social workers struggle with burgeoning caseloads, the author advocates using a fundamental question to qualify students for counseling and using a universal screening process before seeing students in regular education. For students who cannot be seen regularly, suggestions are provided for strengthening the referral process. Examples of "two-for-one" activities--in which one activity may support two groups of students in different ways--are provided, as are examples of how social workers can pass on the programs they start so the programs become self-sustaining. Finally, the author addresses administrative issues--for example, use of flex time and relevant professional development days to ensure that social workers make the most of their time and do not have to work overtime.