While school psychology training programs have grown and changed over the years, empirical evidence concerning the changes is limited. A survey of 208 school psychology training programs was conducted to obtain information about trainers' perceptions of significant problems influencing the practice of school psychology, required coursework and educational experiences, and recruitment strategies. Responding program directors (N=139) cited an overemphasis on assessment, resulting in limited opportunity to engage in consultation and cognitive/behavioral interventions as the most serious problem influencing the practice of school psychology. Poor working conditions such as low salaries, inadequate resources, and lack of respect for professional skills was the second most frequently cited problem. The need for a more professional working environment was stressed. Program directors rank ordered the five most important academic and training experiences, in order of importance, to be psychodiagnostic assessment, consultation, internship, practicum, and cognitive and/or behavioral interventions. Another significant finding was that brochures were perceived as the most successful recruitment strategy while trips to other colleges and universities received the lowest rating. These findings have implications for how school psychology graduate programs could most effectively spend their limited recruitment funds. (NB)