Indirect work of school psychologists has not actualized itself widely in everyday practices. To understand this contradiction, the working environment of school psychologists, that is, the school, is worthy of closer examination. In the present study, we wanted to find out which factors affect school professionals' perceptions of school psychologists' functions. School professionals (teachers, principals, school nurses, and physicians) in 67 regular education schools in Finland filled in a questionnaire. To examine how the various characteristics of schools and school professionals predict differences in perceptions, we used multilevel regression modeling. School professionals consider almost every function of school psychologists rather important--school-level work least so. The perceptions of various professional groups, especially principals, special education teachers, school nurses, and classroom teachers, differed from each other. In addition, the amount of personal cooperation with the school psychologist was positively related with the perceptions of the importance of assessment, consultative, and school-level functions. The school-level findings revealed that the general amount of school psychological service in the school received was negatively related to the perceived importance of therapy function. The extent to which psychologists and school administration are advocates for indirect functions of school psychologist is one potential topic for further research.