Purpose: The purpose of this study was to explore the discrepancy between prepandemic telepractice research, which highlighted positive student outcomes and favorable stakeholder experiences, and the current perceptions and preparedness of school-based speech-language pathologists (SLPs) in Kansas. Method: An online survey was distributed to school-based SLPs in Kansas to assess their perceptions, knowledge, skills, and needs related to telepractice. The survey included both perception-based and empirical questions and underwent pilot testing for validity and reliability. Data analysis included factor analysis to evaluate survey structure and internal consistency, as well as descriptive statistics and group comparisons to identify significant variations. Results: Findings revealed a growing gap between the telepractice literature and school-based SLPs' perceptions. Nearly half of respondents (46%) did not consider telepractice an evidence-based practice, and most preferred in-person service delivery, regardless of age, population density, or educational setting. Perceptions were strongly linked to limited telepractice experience and the absence of structured training. Timing and duration of use were key predictors: SLPs with prepandemic or [greater than or equal to] 3 years of experience viewed telepractice more favorably and reported fewer unmet needs (e.g., equipment, training). Conclusions: The rapid shift to telepractice introduced the service modality under less-than-ideal conditions. Many SLPs report insufficient preparation or support. Targeted actions--integrating telepractice into preservice and in-service curricula, establishing clear competencies, and improving infrastructure--are needed to properly translate the robust evidence base into sustainable school-based practice.