Given the high priority granted innovative topics in the school psychology literature, one might question the degree to which practitioners implement these innovations. This paper examines this question regarding innovation, change, and service delivery. Data were drawn from a nationwide longitudinal survey, in which a random sampling of 1000 school psychologists, beginning in 1992, responded to surveys. The surveys included measures of attitudes and trends in the movement toward professional reform. Implementation of reform was compared by geographic location. Results revealed a slow transition toward more innovative practices. Psychological assessment remained the most frequent professional activity despite respondents' stated ideal to increase consultation and direct intervention. The persistent emphasis on innovation was not reflected in service delivery. Concerning regional differences, respondents from the West and West Central regions of the areas surveyed reported significantly more actual time in intervention than did those from the Southeast and North Central regions. The time spent in intervention by those in the Northeast ranked between the two extremes. Furthermore, four areas currently receiving attention in the literature--consultation, individual counseling, classroom observation, and behavior analysis--were ranked high among the professional activities in which school psychologists engaged most frequently. (RJM)