School social work takes place within the dynamic context of the educational landscape, yet research indicates that school social work practice has been slow to adjust to the demands of that landscape. Little research has assessed whether school social workers are being adequately prepared to address the educational shifts that underlie today's practice. To examine this preparation, the authors examined syllabuses from school social work courses for content and attention to these shifts. The most common topics covered were special education, confidentiality and ethics, the history and role of school social workers, and collaboration. Although calls from research, theoretical literature, and policy changes suggest that evidence-based practice, response to intervention, positive behavior supports, No Child Left Behind, shifts in mental health prevalence, bullying, and school choice are related to large-scale shifts in the educational landscape that affect school social work, syllabuses showed inconsistent incorporation of these contents. Subject matter related to multilevel practice was also limited, with a strong focus on content aimed at clinical practice. Syllabuses included less content teaching school social workers how to make systemic or environmental changes. Implications regarding preparation of school social workers to meet changes in education and calls from scholars to support multitiered approaches to helping students are discussed.