Past attempts to clarify the status of school psychology and to set guidelines for its future development are reviewed. The continuing problem for school psychology is identified as a lack of success in causing a coordinated implementation of a broad role and function which would achieve a position of recognized importance and influence for school psychologists within the educational enterprise. New opportunities for the fulfillment of the potential in school psychology are discussed with emphasis on Public Law 93-380. The stipulations contained in 93-380 are discussed and are related to school psychology as a unique opportunity to wed the maturing of the specialty to this landmark legislation. (Author)