In this article, we describe how a consultation team explored their school district and their perceptions as well as what they did to initiate systems-change. This 2-year qualitative research study involved the use of a participant-observer approach to collect data via observations, interviews, and historical analysis. The consultation teams' long-term systems-change goal was to move the school district away from allocating resources equally among schools and towards allocation of resources based on empirical data and student need. This article provides a discussion of real-world, systems-change processes and the consultation teams' experiences and perceptions during the time that they worked towards change in a school district. Exploration of school psychologists' experiences and perceptions during change processes are lacking in the literature.