The present study examined the attitudes of California-based school psychologists toward transgender-identifying students and assessed their efforts and roles in supporting this student population in light of recently passed legislation in California (AB 1266; 2013), which requires public schools in the state to provide transgender students with increased school-based equity and opportunities. Specifically, the authors examined the attitudes of California school psychologists toward transgender students, the training and professional development of these school psychologists in the area of gender identity, their leadership regarding the preparation and implementation of the law, and their involvement in supporting district efforts and transgender students themselves in light of the legislation.