School psychology university trainers confront a significant and increasing challenge in attempting to deliver essential content at the graduate specialist level without adding course requirements to an already demanding and lengthy curriculum. Training in counseling is one example of a domain valued by faculty and practitioners that by necessity represents a small area of concentration within specialist programs, often comprised only of two or three survey courses without a supervised practicum experience. This multiple baseline, across subjects, study with school psychology trainees suggests that more attention to the potential of self-instruction modules may provide some direction to address the challenge. Results, consistent with an earlier investigation with special education teachers, indicated positive change in specific skills and overall performance with all content delivered outside of typical classroom setting. (Contains 2 figures.)