Federal and local mandates to expand the services of school psychologists downward to children ages 3 to 5 and interest in private practice and employment in institutions other than public schools have increased school psychologists' desires for broader role definitions. To meet the needs of the client group created by recent changes in the profession, school psychologists need to increase their limited knowledge of infant assessment. A practicum was conducted to help school psychologists broaden their skills in this area. Specific practicum goals were (1) to provide an overview of nine major infant assessment devices; (2) to incorporate this overview into a programmed study guide that enables users to evaluate their initial knowledge base and post-study skills; and (3) to prepare professionals for potential service delivery. Five professionals in the field (two school psychologists, two pediatricians, and one developmental optometrist) used and reviewed the guide and its evaluation instruments. All participants demonstrated expanded knowledge following the course of study and reacted very favorably to the guide and its potential usefulness. Dissemination of the guide via publication and/or workshops is anticipated. (Appendices include tables of data on school psychologists' training, licensing, private practice, and continuing education. Also included are pretests and posttests and evaluation data.) (Author/CB)