Factors outside of psychology, both positive and negative, are pressing school psychology to re-examine itself. Thus, the time is right for a reconceptualization of doctoral school psychology. This reframing should take into account the relationship of doctoral school psychology to the larger fields of both school psychology and professional psychology. It is concluded that school psychology, as a setting-based discipline, is nondoctoral. However, it is suggested that psychological services to children, including services to and in the schools, must change to meet the demands of national systemic social reforms. These reforms constitute the best opportunity in many years to redefine psychological service delivery. Doctoral school psychologists may be unique among all psychological service providers at all levels in their skills and credentials to provide services across settings. However, at least two changes in doctoral school psychology may need to be considered to prepare for reformed service delivery: the identity of doctoral school psychology should extend beyond setting to reflect the broad range of skills and competencies possessed; and the school psychology core identity and training must be maintained in order to ensure the ability to move across current and reformed settings. Contains 15 references. (JBJ)