Observations that led to the development of the book, "Meeting the Psychoeducational Needs of Minority Students: Evidence-Based Guidelines for School Psychologists and Other School Personnel" (Frisby, 2013), will be discussed. This will be followed by a summary of the wide variety of the difficult and complex issues embedded within school psychology's attempts to address the psychoeducational needs of ethnic and racial minority students. This commentary closes with suggestions for future directions that our profession is urged to consider.