The purpose of this study was to explore the use of occupation-based terminology in the documentation of school-based occupational therapists. A retrospective qualitative analysis of school-based documents using a priori codes was completed. Analysis included 33 Individual Educational Program (IEP) documents and 118 OT goals. Analyses showed that school-based practitioners are using occupation-based terminology to guide assessment, intervention processes, and goals 53.6% of the time. The findings suggest that occupational therapists are conforming to the educational environment and underutilizing the construct of occupation in school-based documentation.