In order to compare the practice of school psychology by doctoral and nondoctoral practitioners, the National School Psychology Questionnaire was sent to a nationwide, random sample of practicing school psychologists employed in public school settings. Responses from 869 school psychologists (142 doctoral practitioners and 727 nondoctoral practitioners) were analyzed. Minimal gender differences were noted. Doctoral school psychologists tended to spend more time with junior and senior high school students and students with behavioral problems and less time with mentally retarded students. Doctoral level practitioners, compared to nondoctoral level practitioners, indicated less time in intellectual assessment and more time in personality assessment, parent counseling, and research. Both groups wanted to reduce the amount of time spent in assessment, report writing, and attending child study meetings and to increase the amount of time spent in student observation, counseling activities, program development, inservice activities, and research and consultation. Doctoral school psychologists rated their competencies in each professional activity at a higher level than nondoctoral school psychologists. Overall the results indicated more similarities than differences in functioning between the two groups. (Author/BL)