How do experienced school psychologists solve problems in their practice? What can trainers of school psychologists learn about how to structure training and mentoring of graduate students from what actually happens in schools, and how can this inform our teaching at the university? This qualitative multi-interview study explored the processes that five experienced school psychologist used to solve problems in their practice in the schools. The interviews described their problem-solving efforts as being imbedded in complex school contexts and reliant on a dynamic team process of searching for solutions. The paper suggests that these teams fit what the field of complexity theory calls complex adaptive systems (CAS) and outlines what the research on such systems tells us about enhancing their function. It concludes with suggestions that training programs include these concepts in their consultation training and ensure that all students experience case work that is ongoing and supervised.