The early career, considered by the National Association of School Psychologists (NASP) to be the first 5 years of professional school psychology practice following graduation, is a critical period for school psychologists' development of professional identity, knowledge, and skills. Consistent with research in the counseling psychology literature, psychologists' early careers are marked by challenges such as transitioning to independent practice after years of supervised training, developing a commitment to and identity within he profession, and managing the disillusionment that can come with encountering "real world" practice. To support early career school psychologists (ECSPs) during this unique developmental period, NASP established the Early Career Workgroup (now the Early Career Committee, ECC) in 2009. A primary goal for this committee was to better understand the nature of postgraduate professional support (PGPS) for ECSPs, as measured by participation in and availability of supervision and mentoring during the early career. The purpose of this article is to (1) summarize data from the first national survey of supervision and mentoring practices for ECSPs (N = 700), and (2) to offer potential solutions to address a lack of access to PGPS.