School psychology occupies a curious space between the educational and mental health service systems of American society. As professionals trained in mental health, but employed and located in educational settings, school psychologists' contributions are too easily overlooked by both worlds. Despite the fact that school psychologists were never mentioned in any of the major Goals 2000 documents, the articulation of the Goals 2000 represents an important milestone in school psychology because they proclaim the critical importance of students' socioemotional and physical health to scholastic success. Using these goals to define the core responsibilities of schooling, school psychologists can move themselves back into education's first-line team. Key factors necessary for school psychologists to reassert their centrality to schools are: (1) blending into classrooms using teacher-psychologist collaborations, e.g. scientific examinations of social and emotional health; (2) writing school psychology into Individual Educational Programs; (3) talking the school talk by expressing psychological concepts in a language that is teacher-comfortable; (4) implementing achievement related services; (5) proving success; (6) weaving networks; (7) creating coalitions with community mental health; (8) weaving a cross-agency safety net; and (9) creating effective community and parent alliances. Inherent to each of these factors is the assumption that school psychology will be a profession of change--the true challenge for school psychologists. (JBJ)