Standards for the accreditation of training programs in school psychology have been developed by several organizations including the American Psychological Association which provides accreditation criteria for professional psychology programs, the National Council for Accreditation of Teacher Education (NCATE) which develops criteria generic to advanced programs for the preparation of professional school personnel including school psychologists, and the National Association of School Psychologists which has standards specific to school psychology programs. Differences within these standards, however, complicate the process of accreditation for programs seeking multiple accreditation. Such disparities prevent constructive collaboration within the profession in regard to training issues. The Scientific Problem Solver Model represents a training approach compatible with both the generic and specific criteria of the several associations accrediting school psychology training programs. The operationalization of one specific training program to reflect this perspective is presented as well as how this training program conforms to the criteria of the major accrediting associations and how it is applicable at both the masters and doctoral level. (Author)