The assessment of cognitive abilities has been the dominant activity performed by school psychologists since the implementation of the field. As such, the teaching of this skill to future psychologists is arguably the most important function of graduate education. Consequently, understanding graduate programs instruction in this area is extremely important. Given the fact that the last comprehensive survey of what is being taught in the cognitive assessment course in school psychology was approximately 20 years ago and the fact that laws governing the practice of psychology have changed (i.e., elimination of the discrepancy model mandate), there exists a need to understand current assessment teaching practices in the field of school psychology. As such, the purpose of this study was to understand the current state of the mandatory cognitive assessment course in school psychology programs. Results from our analysis of syllabi from APA- and NASP-accredited programs indicated that several aspects of training remain consistent with two-decade-old practices even in the face of changing legal options and practitioners' assessment preferences. More specifically, the most commonly taught instrument was the Wechsler scale with the Sattler and Flanagan texts being the most prolific. This indicates that graduate training practices have remained relatively stable. Implications are discussed in terms of current and future practices in the training and education of psychologists.