This article considers the future of professional educational psychology by addressing challenges and tensions, while presenting a positive view tempered by realism. It starts by considering recent definitions of the role but asks whether one needs to be a professional psychologist to use psychological knowledge and understanding. It is argued that a more complex model is needed of the relationship between the academic, applied and professional aspects. The international moves to reconstruct professional educational psychology in systemic terms and the co-existence of different models of practice are shown to reflect several key dilemmas. One dilemma is about the focus of what is considered to be applied psychology, the other is about a separate identity for professional psychologists. How these issues relate to current professional concerns in England are discussed in terms of what kind of psychologist is an educational psychologist? The article concludes with the case for a model of professional psychologist as a child/youth psychologist. The challenge facing professional educational psychology is one of being innovative in service terms, with one eye on theoretical-linked and evidence- informed developments, and the other on trends in policy, service and inter-professional work.