The purpose of the present study was to investigate what active as well as student teachers (i.e. future teachers) think about the provision of school psychological and counselling services within Greek elementary schools. Two hundred and eight active teachers and university students were asked to complete a Likert-type questionnaire rating the importance of nine roles and activities typically performed by a school psychologist. Results suggested that both active teachers and students regarded all activities very importantly with the exception of school-community liaison, an activity considered not so important by either side. However, student respondents differed from active teachers in how much importance they attributed to each activity. Given the structure and organization of the Greek educational system, the presence of additional support personnel is highly regarded by teachers who have been serving in it for several years. It is also encouraging to note a similar attitude in the responses of future teachers. Implications for educational policy regarding such additional personnel are considered. (Contains 1 table.)