School psychologists are typically focused on students who are struggling academically or behaviorally. What about students who are highly successful and achieving beyond their grade placement? This article provides general guidelines for school psychologists, educators, and parents when conversations regarding acceleration decisions arise. First, reasons for acceleration are presented, then acceleration practices based on grade level and subject matter are discussed. Once a student is accelerated, appropriate support must be in place so that the change will have the intended positive outcomes. Ultimately, the best approach for acceleration should be child-specific since acceleration is a unique matter that cannot be "one size fits all."