The estimated prevalence of one or more mental health disorders among children and adolescents between the ages of 9 and 17 is 21% (Satcher, 2001). Similarly, research by Greenberg et al., (2003) estimated that 20% of school-age youth experience mental health problems during the course of any school year. Despite these high prevalence rates, the majority of students with mental health needs do not receive appropriate treatment and services. Even though most schools are not structured to be providers of intensive mental health services, research has shown positive effects when students' social and emotional needs are met. The greatest learning experience during the internship is not the rote implementation of previously learned skills, but problem-solving when faced with unanticipated challenges. As the field of school psychology evolves, so does the internship experience. A schoolwide approach to problem remediation and the rise of data-based decision-making must be reflected in preservice training. By allowing interns the supervised freedom to pilot new programs and flex their statistical knowledge, the internship experience can involve more than a test-and-place system, with the intern serving as one of the gatekeepers to special education. The implementation and evaluation of mental health programming is just one way that interns can gain practical, contemporary understanding of the field in a mutually beneficial relationship.