The current article comments on the importance of theoretical implications within school psychological research, and proposes that ecological theory and prevention science could provide the conceptual framework for school psychology research and practice. Articles published in "School Psychology Review" should at least discuss potential implications for theory, should be written from an ecological and preventative perspective, and should discuss implications for policy when appropriate. Moreover, intervention studies published as general articles in "School Psychology Review" should address moderating or mediating variables so that researchers can better understand the ecology and causal mechanisms. Manuscripts that address strength-based competence enhancement, multitiered systems of support for a variety of issues, school-based coordination of services, or multicultural competence will be consistent with an ecological approach to prevention.