The increasing use of social networking sites has become an emerging focus in school psychology training, policy, and research. The purpose of the current study is to present data from a survey on social networking among faculty and graduate students in school psychology training programs. A total of 110 faculty and 112 graduate students in school psychology completed a 35-item survey that explored (a) faculty and student awareness of social media policies within their training program, (b) interactions in their professional work as a result of their online activities, and (c) perceptions and attitudes of using social networking sites in academic and nonacademic contexts. Findings revealed that a small percentage of school psychology programs have implemented formal social media policies (16.4%). Graduate students are more likely to be active users of social networking sites than faculty, but there were no differences between faculty and students in the amount of time spent on social networking sites for academic purposes. There were mixed results among faculty and students regarding their perceived utility of using social networking sites in teaching and determining admissions. Results are discussed in terms of broader ethical implications and practical considerations, including developing technological policies in school psychology training programs.