The proposed study investigated the training and practice of school psychologists who work or have recently worked with the early childhood population (children 0-5 years old). The sample included 179 school psychologists within the United States with experience with young children. Participants completed the Early Childhood School Psychology Training and Practice Survey that asked questions regarding demographic information, graduate training, professional development, and current practice. The current study attempted to discover what type of training current school psychologists received in regards to the early childhood population while in graduate school as well as what roles and functions these school psychologists currently fulfill in the field. In addition, it examined reported competency upon graduation from graduate school and currently in the field. This study attempted to determine in what ways current school psychologists engage in professional development in order to increase their knowledge about young children. Finally, it attempted what variables influence competency upon graduation and current competency in the field. This study provided information about the experiences school psychologists had with the early childhood population in both courses and field experiences and shed light upon what types of professional development are used once practicing. School psychologists' self-perceived competency upon graduation is influenced by coursework and pre-service fieldwork, while self-perceived competency in current practice is influenced by pre-service fieldwork and years of experience as an early childhood school psychologist. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]