The purpose of this article is to provide an overview of the state of multilevel modeling in the field of school psychology. The authors provide a systematic assessment of published research of multilevel modeling studies in 5 journals devoted to the research and practice of school psychology. In addition, a practical example from the nationally representative Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) is presented to help school psychologists become familiar with the basic terminology and procedures used in multilevel modeling studies. Implications for statistical reform and future research practices are discussed. (Contains 2 tables.)