Research has documented high levels of job satisfaction among school psychologists. Given that school psychologists spend much of their time in special education decision making and identifying students with specific learning disabilities (SLDs), it is important to understand how assessment practices relate to job satisfaction. This study surveyed 471 practicing school psychologists to understand how SLD identification methods impact job satisfaction. Results indicated (a) approximately 60% of participants were satisfied with their SLD assessment practices, (b) participants were least satisfied with their school guidelines regarding assessment, (c) participants were most satisfied working with others for SLD assessment, (d) different SLD identification methods were associated with varying levels of job satisfaction, and (e) greater alignment between preferred and actual SLD identification practices was associated with higher levels of job satisfaction related to assessment. Implications for future or practicing school psychologists are discussed. Future research should focus on empirically investigating outcomes associated with job satisfaction, such as turnover rates.