Leadership ability is necessary in the work of school psychologists, yet formal investigation of leadership processes engaged in by school psychologists has not occurred in the field. Likewise, perceptions of the leadership ability of school psychologists by other key school professionals, such as administrators and teachers, remain undocumented. This pilot study seeks to detail, for the first time, observed leadership processes among school psychologists, as well as system and external factors that may have an impact on them. These findings will lend to the development of models to further cultivate effective leadership training and practice of school psychologists.