The following article attempts to address the current shortage in school psychology faculty. Although little empirical evidence exists, the authors conclude that such a shortage exists. Possible explanations for the shortage and barriers to overcoming it are discussed. Preliminary data from a survey, which attempted to identify programs with a consistent track record in preparing students who enter academia, are presented. The article concludes with an examination of suggestions for improving the current situation. These suggestions are culled from two directors of successful school psychology programs and the authors' own experiences as trainers. (Contains 3 tables.)