School professionals, including school psychologists, have often operated from a problem- or deficit-based perspective with a focus on identifying and remediating psychoeducational disorders in children and adolescents. However, positive psychologists have argued that an exclusive focus on deficits does not offer a comprehensive perspective of children, families, or institutions. Rather, school psychologists must also consider personal strengths and environmental assets to promote optimal functioning of children and influential environmental contexts such as families, schools, and communities. Although the origins of positive psychology are debatable, prominent positive psychologists have argued that the purpose of positive psychology is not to replace a problem-based science and practice of psychology, but rather to complement it so that psychology is applicable to all individuals. The purpose of this article is to summarize some empirically evaluated strategies, which could be relatively easy to infuse into practice to promote positive psychology applications in the schools. Based on the notion that school psychologists provide a variety of services, the author offers 10 suggestions for positive psychology applications that seem especially promising for each of five job functions of school psychologists: assessment, direct intervention, consultation, research/program evaluation, and administration/supervision. For each activity, the author will highlight one promising practice at the individual level and one at the systems level to infuse into practice.