The limited participation of school social workers in leadership and policy-making activities in school-level systemic work has been well documented. This conceptual article explores the opportunities for school social workers' increased involvement in leadership and policy making in their schools resulting from comprehensive school reform legislation, specifically through three key teams that have evolved from this legislation: site-based decision-making teams, child study teams, and parent-teacher teams. Barriers to school social workers' systemic work are addressed, and recommendations are made for overcoming these barriers. Connections are made between school-level systemic work and the original mission and orientation of the profession.